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1.
Abstract

An investigation to determine if on the basis of behavioral trait “classroom teacher” could Identify students who would later quit school. Two groups were established from Ss entering: the ninth grade during: a two-year period (N = 96). One group graduated four years later. The second group left school prematurely. Ratings were obtained from 506 teachers on Ss in seven areas of behavior. The findings Indicated that male dropouts were rated significantly less favorably on all criteria when compared with male graduates. Similar findings were obtained with female dropouts and graduates. Teacher evaluations of student behavior were reliable predictors of future school attendance and reflective of pupil adjustment.  相似文献   

2.
ABSTRACT

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors’ purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts.  相似文献   

3.
The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade) included 31,641 students and used eighth grade predictors. The predictors studied were age, poverty, attendance, gender, and standardized test scores. The data were analyzed using logistic regression. All variables were predictors of dropping out of high school. Age and poverty proved to be the most effective at discriminating between dropouts and graduates within each panel. Age became more effective with time. Attendance and test scores were stable indicators between panels. Gender predicted dropouts for only the ninth grade panel. Eighth graders that were female were approximately 22% less likely to drop out.  相似文献   

4.
Abstract

This study investigated the relationship that exists between syntax and reading comprehension. To measure this relationship, data were collected from ninth grade students by administering three tests to them: a cloze test, a chunk test, and a standardized reading test. Analysis of the results indicated that adverbial clause position does not appear to affect the reading comprehension of ninth grade students.  相似文献   

5.
Abstract

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.  相似文献   

6.
Abstract

Dropouts are not a homogeneous category, and the evidence indicates that many dropouts are capable of doing satisfactory work in high school. While some dropouts have limited intellectual ability, earn poor grades, are retarded in their grade placement, and are poor readers, many other dropouts do not face these particular problems.

Many of the apparent contradictions in the findings concerning dropouts can be resolved by distinguishing between early and late dropouts. Students with limited ability generally leave school early; capable dropouts tend to remain in school longer. Comprehension of the diverse data concerning dropouts requires specification of three types: 1) involuntary dropouts, 2) retarded dropouts, and 3) capable dropouts.  相似文献   

7.
The purpose of this study was to determine if the achievement on correlational thinking tasks could be enhanced by a set of structured training exercises. The exercises were based on Piaget's analysis of the development of correlative thinking in adolescents. The achievement of the ninth grade students was greater than the achievement of the fifth and seventh grade students. However, some of the ninth grade students exhibited difficulty with the equivalence and reciprocal exclusion operations that were necessary for the solution of the correlation tasks. The results of the study suggest that the ninth grade students may be in the transition zone for this particular operation.  相似文献   

8.
Brake  Andrew 《The Urban Review》2020,52(2):277-298

Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.

  相似文献   

9.
Abstract

Sixty ninth grade students participated in a study designed to compare the (a) cognitive achievement, (b) attitude, (c) occupational awareness, and (d) occupational interest of students varying in socio-economic level who were exposed to two different computer-based approaches (simulation and nonsimulation) to the presentation of occupational information. The nonsimulation group received occupational information in essay form directly from the computer terminal, while the simulation group was led by the computer program through three life stages of an individual who pursues and enters the the occupation of computer programmer. The findings from this study suggest that simulation which provides students with occupational information is a method that is superior to providing merely information for the students to read and examine.  相似文献   

10.
Abstract

The purpose of this study was to investigate the effectiveness of the clock, light, radio technique developed by Greenwood, Hops, Delquadri, and Walker (1974) for academic engaged time on‐task of students with learning disabilities (LD). The subjects in this study were five ninth‐grade Caucasian male students with LD. An ABAC multiple baseline design was employed to evaluate the effects of the strategy. Results of this study indicated that students academic engaged time on‐task increased immediately following the implementation of the clock, light, radio technique.  相似文献   

11.
The US National Science Education Standards and the Benchmarks for Science Literacy recommend that students understand the apparent patterns of motion of the Sun, Moon, and stars by the end of early elementary school, yet no research has specifically examined these concepts from an Earth‐based perspective with this age group. This study examines children’s understanding of the patterns of apparent celestial motion among first‐grade, third‐grade, and eighth‐grade students, and investigates the extent to which these concepts develop from elementary to middle school in students without targeted instruction. Twenty students at each grade level (total n = 60) were interviewed using a novel interview setting: a small dome representing the sky, which allowed students to demonstrate their ideas. Analysis reveals that elementary and middle school students hold a variety of non‐scientific ideas about all aspects of apparent celestial motion. While the eighth‐grade students’ understanding of the apparent motion of the Sun shows a greater level of accuracy compared with the third‐grade students, across the majority of topics of apparent celestial motion, the overall level of accuracy shows little change from third grade to eighth grade. Just as prior research has demonstrated the need for instruction to improve children’s understanding of the nature of celestial objects and their actual motions, these results support the need for research on instructional strategies that improve students’ understanding of celestial motion as seen from their own perspective.  相似文献   

12.
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.  相似文献   

13.
Abstract

We studied the referral for special education records of children and youth to identify the problems for which referrers said pupils needed help. Coders examined 382 forms used by two school systems and recorded demographic information and referrers' statements describing individual pupils' difficulties. We found that (a) 69% of the referrals were for boys, (b) regular classroom teachers alone initiated 74% of the referrals and contributed to another 5%, and (c) over two‐thirds of students referred were in earlier grade levels, particularly kindergarten (16%), first (26%), second (15%), or third grade (11%). Problems most likely to be described on referral forms were general academic problems (found on 35% of referrals), reading problems (31%), and attention problems (23%) other problems such as fearfulness (2%), visual‐perceptual difficulties (1%), and depression (1%) were rarely included. Factor analysis of the referral reasons revealed five common types of referrals, some of which interacted with gender and level of students. The factors described problems in written language, externalizing behavior, internalizing behavior, overactivity, and sensory problems. The results of this study should help focus preservice and inservice preparation of teachers in addressing problems that are likely to cause pupils to be referred. In addition, combined with other findings, the results indicate regular education teachers' level of tolerance for pupils' problems.  相似文献   

14.
Abstract

This study examined secondary students’ knowledge of eight types of letter-sound correspondences. Equal numbers of high, average, and low ability readers in grades seven, nine, and eleven were administered a forty- eight-item multiple-choice test that required them to identify the letter-sound correspondences in synthetic words. Results indicated that, in general, secondary students have mastered letter-sound correspondences. However, results further revealed that in the seventh and ninth grade low ability readers have not fully mastered certain correspondence types, while in the eleventh grade low ability readers’ knowledge of letter-sound correspondences is similar to good readers for all but one correspondence type.  相似文献   

15.
Abstract

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed.  相似文献   

16.
This study aimed at assessing the effects of letters’ connectivity in Arabic on visual word recognition. For this purpose, reaction times (RTs) and accuracy scores were collected from ninety-third, sixth and ninth grade native Arabic speakers during a lexical decision task, using fully connected (Cw), partially connected (PCw) and nonconnected (NCw) Arabic words and pseudowords. Effects of grade on word recognition (in RTs and accuracy) and word superiority were predicted to occur. Also, in the third grade, recognition of NCw was predicted to be faster and more accurate than recognition of Cw, because in previous studies NCw were assumed to be visually less complex. In sixth and ninth grades, due to the frequent exposure to connected forms, the recognition of Cw was predicted to be as fast as or faster and more accurate than NCw. The findings largely supported the first and the second hypotheses. As for the third graders, a mixed pattern was obtained, suggesting that the participants were probably in a transitional phase. The results from sixth graders clearly showed that NCw yielded the slowest response times and the lowest accuracy scores across connectivity conditions. Finally, for ninth graders, the absence of connectivity effects on the speed of processing was attributed to the use of very frequent and highly automatized words.  相似文献   

17.
This study explores middle school students’ aspirations in science, technology, engineering, and medical (STE-M) careers by analyzing survey data during their eighth and ninth grade years from an ethnically and economically diverse sample of Southern California urban and suburban public school students (n = 493). Students were classified based on their responses to questions about their science ability beliefs and subjective task values using latent class analysis (LCA). Four distinct groups of students were identified: Science is Me; I Value Science But Don’t Do It Well; I Can Do Science but I Don’t Value It Highly; and Science is Not Me. Few students (22 %) were classified as having strong science ability beliefs, and only a third as strongly valuing learning/doing science; a majority (57 %) were in the Science is Not Me category, underscoring the scope of the challenge to invite more young people to want to learn science. As predicted, students who believed they could do science and valued science were more likely than others to indicate interest in STE-M careers. This relationship between perceptions and aspirations was true regardless of gender, ethnicity, and type of STE-M field, but varied depending on socioeconomic status. Using LCA to organize information about students’ science self-perceptions may help target specific interventions to student interests and aspirations and better support and encourage their persistence in STE-M careers.  相似文献   

18.
Abstract

This Is a study of dropouts with respect to verbal scores of School and College Ability Tests and personality scores of the Gordon Personal Profile and the Gordon Personal Inventory.

The sample consisted of 1,263 college freshmen. The statistical procedure used was the t-test.

High academic aptitude students differed from low academic aptitude students beyond .001 level of confidence on verbal scores of the SCAT. Statistically significant evidence was found between dropouts and students who remained in college on several personality variables-trustful and tolerant, perseverant, inquiring, energetic, vigorous, calm and collected, and cautious.

High academic aptitude students are more likely to remain in college than low academic aptitude students. Low academic aptitude students are more homogeneous with respect to personality variables than high academic aptitude students.  相似文献   

19.
Abstract

The purpose of this study is to investigate students’ mental models of the marine environment and to further examine how these models are related to their perceptions of marine problems. One hundred twenty-eight ninth grade students from a large harbor city in southern Taiwan completed a survey including a drawing activity and a set of two-tier questions. Using a four-factor rubric to analyze student drawings, we found that students’ mental models of the marine environment are generally partial and unconnected. In particular, the human component was often missing in the drawing. Students showed a strong awareness of marine problems; however, their awareness is focused on waste pollution. Moreover, correlation analysis showed that students’ mental models are associated with the scope of the perceived problems.  相似文献   

20.
Abstract

This study investigated the relationship of participation in the extraclass activities and dropouts in Kansas high schools of varying enrollments. Schools were chosen at random in each enrollment category with approximately equal number of students. A questionnaire was used to secure data on the dropouts and an equal number of nondropouts. The t ratio and analysis of variance were used with a .01 level of confidence.

The results show that lack of participation in school activities is a characteristic of the dropout in each enrollment category with 68 percent of the total being nonparticipators as opposed to only 4 percent of the nondropouts. Participation by dropouts was similar in all sizes of schools except in the smallest enrollment where a larger participation was noted.  相似文献   

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