The article contains the results of research conducted with primary school third graders. Story endings with a financial thread have been qualitatively analyzed. The analysis of the written endings ...of the story has allowed for the selection of description categories (ways of obtaining money) that make up the final result space of the study. The description categories enabled the creation of two fields of the result space called “short (easy) road” and “long (difficult) road.” Each field of the result space has been assigned corresponding description categories saturated with examples of students’ written statements. Revealed ways of obtaining money to buy the desired item are treated, on the one hand, as the reflection of the children’s generalized colloquial knowledge about money and, on the other hand, as manifestations of their entrepreneurship.
Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children's books with emotional content increases children's emotional ...competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children's literature is an appropriate vehicle to support the development of emotional competence in middle childhood.
Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective ...intervention and instruction for students in need for support in learning.Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills.Setting: This study included three data collection points: (1) Premeasurements, (2) postmeasurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and followup measurements in December.Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline.Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students.Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.
Purpose
Explore of primary school teacher’s professional activity as metaindividuality’s characteristic. This form of teacher’s metaindividuality is manifested in the effect teacher on educational ...activity and personality of students.
Methodology
The sample consisted of 137 teachers and their students. Methods: Teacher Activity Questionnaire (TAQ) (A.A. Volochkov), Children's Personality Questionnaire (CPQ – 12PF) (R. Cattell), Educational Activity Questionnaire Primary School Children (A.V. Krasnov). Statistical methods: T-tests, Pearson product-moment correlation coefficient.
ResultsStudents of teacher with low level of professional activity differ from the students of teacher with high level of professional activity by personal traits, expression of individual components of educational activity, the structure of educational activity.DOI: http://dx.doi.org/10.12731/2218-7405-2013-9-41
Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective ...intervention and instruction for students in need for support in learning.Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills.Setting: This study included three data collection points: (1) Premeasurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and follow-up measurements in December.Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline.Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students.Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect.
هدفت هذه الدراسة إلى فحص أثر التعلم بالمدخل البيئي في قدرة طلبة الصف الثالث الأساسي على حل المسألة الرياضية، وقد تكونت عينة الدراسة من ٧٣ طالباً من طلبة الصف الثالث، موزعين على شعبتين تم تقسيمهما ...عشوائياً إلى شعبة كمجموعة تجريبية درست وحدة (الإحصاء والاحتمالات) باستخدام المدخل البيئي، وشعبة كمجموعة ضابطة درست الوحدة نفسها بالطريقة التقليدية، وبعد الإنتهاء من تطبيق التجربة تم تطبيق اختبار حل المسألة الرياضية البعدي على المجموعتين، وتحليل نتائج الدراسة باستخدام برنامج الحزمة الإحصائية للإجابة عن أسئلة الدراسة. وقد أظهرت نتائج الدراسة أن التعلم بالمدخل البيئي له تأثير إيجابي في قدرة الطلبة بشكل عام على حل المسألة الرياضية، وتحديداً لدى الطلبة ذوي مستوى التحصيل المتوسط.
Using Separate Answer Sheets with Grade 3 Students Brooks, Thomas; O'Malley, Kimberly; Ragland, Shelley ...
The Journal of educational research (Washington, D.C.),
01/2014, Letnik:
107, Številka:
5
Journal Article
Recenzirano
The authors compared the performance of third-grade students testing on answer sheets with those testing on machine-scored test booklets. The 1,832 students in the nationally representative sample ...were assigned at the campus level to complete the Stanford Achievement Test Series, Tenth Edition in 1 of 4 conditions: (a) Form A answer sheet, (b) Form A booklet, (c) Form B answer sheet, and (d) Form B booklet. After controlling for scholastic ability, no significant differences in performance on total reading, total mathematics, and total language strands were found between students using booklets and those using answer sheets. The results of this study provide no evidence to support the need to use separate test booklets with general education third-grade students. States may consider using separate answer sheets with these students to realize potential cost and schedule efficiencies.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The aim of this study is to review the impact of e-learning program on the dictation skills of third grade primary school students based on educational design principles. This study is full field in ...the form of quasi – experiment. Statistical society included 62 female students of shahid mahdavi third base elementary school of region one of Tehran city education. Sampling in this study is done using random sampling method. Samples divided to two equal control and experimental groups and the experimental group learned dictation lesson in three months using web based e-Learning program that was designed by the researcher and approved by the 16 relevant specialists in the ministry of education and universities. Control group were instructed using Traditional classroom method. Analysis of obtained data using statistical T test of independent groups showed that there is a significant relationship between the use of E-learning program of dictation and academic progress of third grade students of primary school in dictation lesson. Similarly, there is a significant difference between academic progress of students who learned dictation using web based program and students who learned dictation using traditional method. In addition, the findings showed that there is a significant difference between pre-requisite capabilities in dictation lesson including visual, Auditory and movement skills in the end test of experimental and control group showed significant differences between dictation and pre-requisite elements.
Previous research (Nada & Maruno, 2007) demonstrated an internalization process by which children reconstruct their own ideas through (1) awareness, noticing different ideas of others, and (2) ...self-reflection, comparing and examining the differences. Repetition of this sequential process leads children to realize the utility value of other people's different ideas, and necessity of knowledge reconstruction. Eventually, children can independently execute an optimal strategy. In the present study, third graders performed an "errand task" in a pre-test, collaborative session, and post-test sequence (Radziszewska & Rogoff, 1991). Children interacted with an experimenter eight times during the collaborative session; it was assumed that internalization required children to realize the effectiveness of their changed ideas by testing and utilizing them in the task. Two factors (awareness and self-reflection) were manipulated, resulting in four task conditions. The results showed that in the condition where others' different ideas were presented and there was self-reflection, children effectively internalized an optimal strategy to solve the task through repeated interaction.
This paper aims to consider the Kansei of the third graders of the elementary school to the public space through the analysis of the environmental estimation and the proposal by means of the use of ...the five senses′ icons. The method can be categorized into three stages, the first being the conduction of the fieldwork and workshop, organized as follows (1) “try to reserch”, (2) “try to encode”, (3) “try to survey”, (4) “try to propose” and (5) “try to criticize”, the second being the collection of the result data discriminated in quantitative terms in order to understand their tendency and the third stage being the qualitative consideration of the results. According to the analysis during the estimation phase by the third graders of the elementary school, there exists a gap between the Hiroshima Peace Memorial Park and the Motomachi area. On the other hand, the “proposal” is more related to Kansei rather than the “estimation” where the Kansei of the children concerning the public is understood as a continuous space among both areas.
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