The Effect of Orthographic Neighbors on Second‐Grade Students’ Spelling Acquisition

2019 ◽  
Author(s):  
Yi‐Jui Iva Chen ◽  
Anne E. Cunningham ◽  
Sophia Rabe‐Hesketh ◽  
Stephen P. Hinshaw ◽  
Robin C. Irey
Keyword(s):  
Second Grade ◽  
Spelling Acquisition ◽  
Second Grade Students ◽  
Orthographic Neighbors

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.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

IMPLEMENTING SIM-OVG MODEL IN LEARNING ECONOMICS AT SMA NEGERI 10 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 151-164
Author(s):  
Watini Watini
Keyword(s):  
Learning Outcomes ◽  
Classroom Observation ◽  
Second Grade ◽  
Learning Models ◽  
Group Presentation ◽  
Second Grade Students ◽  
High Level ◽  
Work Method ◽  
High Level Thinking ◽  
Passing Grade

The reason underlying the implementation of the present study was because there was a finding revealing that there were still several students from cross-economics class of XI MIPA having difficulties in understanding the lessons. In addition, the students also had a kind of thought that economics was just about memorizing things which was not interesting and challenging that resulted in their unsatisfied learning outcomes. Therefore, the SIM-OVG model needed to be implemented in the learning process. The instruments of the present study were observation and, students’ learning reports and work method. The population of the study was the second grade students (4 classes) who enrolled economics subject at SMA Negeri 10 Samarinda, whereas the samples of the study were the students of XI MIPA-1 class (cross-economics class) at SMA Negeri 10 Samarinda. The number of the population and samples was 101 and 23 students respectively. The study lasted for one semester. The description of the classroom observation, the students’ scores and the group presentation were obtained for the data analysis. After implementing the SIM-OVG model, the results showed that; 1) in the affective aspect, the students showed a better attitude, 2) in the cognitive aspect, there was an improvement on the students’ learning outcomes (before the implementation of SIM-OVG model in XI MIPA-1 class, 52,17% of the students did not reach the passing-grade, but after the implementation, 100% of the students reached the passing-grade, and they also looked enthusiastic in doing their assignments, and 3) in the psychomotor aspect, the students became more skillful, creative, and be able to perform high level thinking. The researcher suggested that the dissemination should be done through MGMP forum and SIM-OVG model workshop. In addition, the researcher also suggested the integration of SIM-OVG model with other learning models and hoped that every school provided adequate facilities to support the implementation of SIM-OVG model.

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

2021 ◽  
pp. 074193252198909
Author(s):  
Christian T. Doabler ◽  
William J. Therrien ◽  
Maria A. Longhi ◽  
Greg Roberts ◽  
Katherine E. Hess ◽  
...  
Keyword(s):  
Science Achievement ◽  
Controlled Trial ◽  
Science Instruction ◽  
Effect Sizes ◽  
Second Grade ◽  
Guided Inquiry ◽  
Randomized Controlled ◽  
Second Grade Students ◽  
Cluster Randomized ◽  
Business As Usual

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.

scholarly journals Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Maggie Dahn ◽  
Christine Lee ◽  
Noel Enyedy ◽  
Joshua Danish
Keyword(s):  
Mixed Reality ◽  
School Science ◽  
Second Grade ◽  
Science Lesson ◽  
Instructional Decisions ◽  
Case Study Analysis ◽  
Second Grade Students ◽  
Lesson Context ◽  
Power And Agency

AbstractIn inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

scholarly journals Examining Second Graders’ Healthy Food Choices: Through Literacy and Active Learning

2019 ◽  
Vol 12 ◽  
pp. 117863881983906
Author(s):  
Elsie Lindy Olan ◽  
Laurie O. Campbell ◽  
Shiva Jahani
Keyword(s):  
Active Learning ◽  
Health Knowledge ◽  
Food Choices ◽  
Second Graders ◽  
Healthy Food ◽  
Second Grade ◽  
Post Intervention ◽  
Literacy Environment ◽  
Second Grade Students ◽  
Alternative Approach

The purpose of this study was to investigate the implementation of a nutrition module and activities ( Go, Slow, Whoa) in a literacy environment through an active learning approach. Second graders (N = 85) from diverse socioeconomic status (SES) areas completed the 12-week program. The participants’ perceptions of healthy food choices were measured both pre- and post-intervention. Students met for 30 minutes twice a week, to complete 5-lessons from a Coordinated Approach to Child Health ( CATCH) nutrition module and activities ( Go, Slow, Whoa). Measures were taken both pre- and post-intervention ( Food Fury Quiz) to distinguishing between healthy and unhealthy foods (images). There was a statistically significant improvement ( t = 12.16, df =84, P = .000) from pretest ( M = 19.06, SD = 3.13) and posttest ( M = 23.34, SD = 0.48) scores. Administering a healthy food choice curriculum through literacy and active learning provides an alternative approach to improving health knowledge among second grade students.

Fostering Mathematical Creativity Through Problem Posing and Three-Act Tasks

2021 ◽  
Vol 44 (3) ◽  
pp. 141-150
Author(s):  
Wendy M. Lewis ◽  
Madelyn W. Colonnese
Keyword(s):  
Creative Thinking ◽  
Mathematical Creativity ◽  
National Association ◽  
Problem Posing ◽  
Second Grade ◽  
Gifted Children ◽  
National Council ◽  
Second Grade Students ◽  
Concrete Manipulatives

The National Association for Gifted Children and The National Council of Teachers of Mathematics both call for problem posing. This article illustrates the strategies used during a series of three Three-Act Tasks to foster second grade students’ abilities to problem pose. The students’ problem posing improved across the three Three-Act Tasks and revealed mathematically creative thinking. To support and encourage the students to problem pose, the teacher asked generative questions, modeled various problems, provided concrete manipulatives, and had the students create their own sequel to the Three-Act Tasks.

Using TileFarm to Support Emerging Multiplication

2021 ◽  
Vol 114 (7) ◽  
pp. 518-527
Author(s):  
Matt B. Roscoe
Keyword(s):  
Second Grade ◽  
Second Grade Students

Symmetric dot patterns are a particularly powerful object for investigation, providing opportunities for foundational learning across PK–5. We found that second-grade students naturally used repeated addends to count symmetric dot patterns created using the new software TileFarm.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

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