Attributional patterns and perceptions of math and science among fifth-grade through seventh-grade girls and boys

Sex Roles ◽  
1996 ◽  
Vol 35 (7-8) ◽  
pp. 489-506 ◽  
Author(s):  
Melissa C. Gilbert
Keyword(s):  
Fifth Grade ◽  
Seventh Grade ◽  
Math And Science ◽  
Attributional Patterns

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

scholarly journals The Trajectory of Popularity Goal During the Transition to Middle School

2016 ◽  
Vol 37 (6) ◽  
pp. 852-883 ◽  
Author(s):  
Molly Dawes ◽  
Hongling Xie
Keyword(s):  
Middle School ◽  
Ethnic Differences ◽  
Rate Of Change ◽  
Fifth Grade ◽  
Peer Norms ◽  
Seventh Grade ◽  
Spring Semester ◽  
Transition To Middle School ◽  
Peer Norm ◽  
Popularity Goal

The trajectory of early adolescents’ popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and sixth grades. Results showed a significant increase in youth’s endorsement of popularity goal after the transition to middle school followed by a significant decrease in popularity goal over the course of the sixth and seventh grade years. The rate of change for popularity goal during the transition was significantly different depending on youth’s popularity and their perceptions of the popularity peer norm: youth with low popularity significantly increased their popularity goal during the transition, and youth who perceived high peer norms for popularity also significantly increased their popularity goal during the transition to middle school. No gender differences but significant ethnic differences were found in the popularity goal trajectories.

An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7

1984 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Randall I. Charles ◽  
Frank K. Lester
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Instructional Program ◽  
Growth Patterns ◽  
Student Growth ◽  
Fifth Grade ◽  
Mathematical Problem Solving ◽  
Seventh Grade ◽  
Process Oriented

This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.

Are almost all children disadvantaged in mathematics?

1967 ◽  
Vol 14 (1) ◽  
pp. 21-23
Author(s):  
John F. Newport
Keyword(s):  
Fifth Grade ◽  
Seventh Grade ◽  
Grade Teacher ◽  
Almost All

Mrs. Mather, sitting across the desk from her son's fifth-grade teacher, said with a smile, “Well, I never was any good in math, so I can't expect Johnny to do much better.” This is probably an oftenrepeated remark at parent-teacher conferences in schools across the nation. True, Mrs. Mather may have done poorly in math when she was in school, and she probably does even less well today. She is in good company, though, since the majority of the adults in this country would probably find seventh-grade mathematics quite a challenge. Why?

scholarly journals Reproducibility and validity of a food frequency questionnaire among fourth to seventh grade inner-city school children: implications of age and day-to-day variation in dietary intake

1999 ◽  
Vol 2 (3) ◽  
pp. 293-300 ◽  
Author(s):  
Alison E Field ◽  
Karen E Peterson ◽  
Steve L Gortmaker ◽  
Lilian Cheung ◽  
Helaine Rockett ◽  
...  
Keyword(s):  
High School Students ◽  
Vitamin C ◽  
Inner City ◽  
Dietary Intake ◽  
Junior High School ◽  
Low Income ◽  
Food Frequency Questionnaire ◽  
Fifth Grade ◽  
Seventh Grade ◽  
Food Frequency

AbstractObjectiveTo assess the reproducibility and validity of a semiquantitative food frequency questionnaire (FFQ) to classify children and adolescents in terms of daily servings of fruits and vegetables and intake of calories, protein, fat, carbohydrate, dietary fibre, vitamin C, phosphorous, calcium and iron.DesignFFQs were collected in the autumn of 1993 and 1994. Four 24-hour diet recalls were collected during the same 1-year period and their mean was compared to the FFQ diet estimates.SettingLow income, inner-city state schools.SubjectsA sample of 109 inner-city fourth to seventh grade students.ResultsThe 1-year reproducibility of the FFQ, assessed with Spearman correlations, was lower among the fourth and fifth (range: r = −0.26 to 0.40) than the sixth and seventh grade students (range: r = 0.18–0.47). After adjusting for day-to-day variation in dietary intake, for most nutrients and foods the correlations between the FFQ and the 24-hour recalls remained greater among the junior high school students (fourth to fifth grade range: r = 0.0–0.42; sixth to seventh grade range: = 0.07–0.76).ConclusionsInner-city sixth and seventh grade students demonstrated the ability to provide valid estimates of intake of calories, carbohydrate, calcium, phosphorous, iron and vitamin C over the past year. However, children in the fourth and fifth grades experienced some difficulty in completing the FFQ. Our results suggest that, before using this instrument with fourth and fifth grade children, investigators should assess whether study participants can think abstractly and are familiar with the concept of ‘average intake’.

scholarly journals INVESTIGATION OF THE DEVELOPMENT OF CREATIVITY IN SECONDARY SCHOOL CHILDREN: A FOUR-YEAR LONGITUDINAL STUDY

2020 ◽  
Vol 13 (2) ◽  
pp. 563-584
Author(s):  
Güneş Sali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Children ◽  
Creative Thinking ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Seventh Grade ◽  
Early Closure ◽  
The Difference

In this study, which is planned to observe the advancement of creativity in secondary school children in the sixth, seventh and eighth classes starting from the fifth class, the relational scanning model which is one of the describe approachs was used. This is as well lengthwise research. The population of the study contained of children attending the first grade of secondary schools in Yozgat (Turkey) city center in 2015–2016 academic year. The sample of the study contained of 154 children (78 girls, 76 boys) attending two fifth grade branches in three secondary schools selected from these secondary schools. In the sixth grade, the number of samples decreased to 147 (72 females, 75 males), 137 in the seventh grade (68 females, 69 males) and 132 (65 females, 67 males) in the eighth grade. The analyzes were performed on data collected from 132 children in the eighth grade. General Information Form and Torrance Tests of Creative Thinking (Figure Form A and Form B) were used as data collection tools. In the analysis of the data, descriptive statistics, frequency, analysis of variance for rehearced measurements and T-Test for unrelated measurements were performed. Hence of the study, it was seen that the creative thinking scores of the children in the fifth, sixth, seventh and eighth classes differed in all sub-dimension scores and total creativity scores. In the fluency sub-dimension, the scores obtained in the fifth grade and sixth, seventh and eighth classes differed in favor of the sixth, seventh and eighth classes, respectively. In the sixth grade, the difference between the scores received in the seventh and eighth classes advantage of the scores obtained in the seventh and eighth classes, respectively. Moreover, the difference between the scores obtained in the seventh class and the scores taken in the eighth class were found advantage of the scores obtained in the eighth grade. In the sub-dimension of originality, there was a difference between the scores obtained in the fifth grade and the scores obtained in the seventh and eighth classes, respectively, in favor of the scores obtained in the seventh and eighth grades. It was found that there was a differentiation between the scores obtained in the seventh grade, and the scores obtained in the eighth grade in the seventh and eighth classes, respectively. It is seen that there is a statistically significant difference between the scores obtained in the fifth, sixth and eighth grades in the abstraction of headings advantage of the scores obtained in the seventh grade. In the enrichment sub-dimension, it was found that the scores obtained in the fifth and sixth grades differed significantly from the scores obtained in the eighth grade in favor of the scores obtained in the fifth and sixth grades. In the sub-dimension of resistance to early closure, it was observed that there was a difference between the scores obtained in the fifth, sixth and eighth grades and the scores obtained in the seventh grade advantage of the scores obtained in the seventh grade. In the total creativity scores, there was a difference between the scores obtained in the fifth grade and the scores obtained in the sixth class advantage of the ratings obtained in the sixth grade. It was determined that the scores obtained in the fifth sixth and eighth grades differed significantly advantage of the scores obtained in the seventh class (p <.05). It was determined that the total creativity rating of the children participator in the survey in the sixth class and the early closure resistance subscale scores obtained in the eighth grade differed according to gender (p <.05).

Peer Victimization, Depressive Symptoms, and Substance Use: A Longitudinal Analysis

2018 ◽  
pp. 42-49
Author(s):  
Valerie A. Earnshaw ◽  
Marc N. Elliott ◽  
Sari L. Reisner ◽  
Sylvie Mrug ◽  
Michael Windle ◽  
...  
Keyword(s):  
Substance Use ◽  
Depressive Symptoms ◽  
Alcohol Use ◽  
Peer Victimization ◽  
Tobacco Use ◽  
Early Adolescence ◽  
Marijuana Use ◽  
Fifth Grade ◽  
Seventh Grade ◽  
Tenth Grade

BACKGROUND Peer victimization is common among youth and associated with substance use. Yet, few studies have examined these associations longitudinally or the psychological processes whereby peer victimization leads to substance use. The current study examined whether peer victimization in early adolescence is associated with alcohol, marijuana, and tobacco use in mid- to late adolescence, as well as the role of depressive symptoms in these associations. METHODS Longitudinal data were collected between 2004 and 2011 from 4297 youth in Birmingham, Alabama; Houston, Texas; and Los Angeles County, California. Data were analyzed by using structural equation modeling. RESULTS The hypothesized model fit the data well (Root Mean Square Error of Approximation [RMSEA] = 0.02; Comparative Fit Index [CFI] = 0.95). More frequent experiences of peer victimization in the fifth grade were associated with greater depressive symptoms in the seventh grade (B[SE] = 0.03[0.01]; P &lt; .001), which, in turn, were associated with a greater likelihood of alcohol use (B[SE] = 0.03[0.01]; P = .003), marijuana use (B[SE] = 0.05[0.01]; P &lt; .001), and tobacco use (B[SE] = 0.05[0.01]; P &lt; .001) in the tenth grade. Moreover, fifth-grade peer victimization was indirectly associated with tenth-grade substance use via the mediator of seventh-grade depressive symptoms, including alcohol use (B[SE] = 0.01[0.01]; P = .006), marijuana use (B[SE] = 0.01[0.01]; P &lt; .001), and tobacco use (B[SE] = 0.02[0.01]; P &lt; .001). CONCLUSIONS Youth who experienced more frequent peer victimization in the fifth grade were more likely to use substances in the tenth grade, showing that experiences of peer victimization in early adolescence may have a lasting impact by affecting substance use behaviors during mid- to late adolescence. Interventions are needed to reduce peer victimization among youth and to support youth who have experienced victimization.

scholarly journals Effects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students

2006 ◽  
Vol 16 (2) ◽  
pp. 262-264 ◽  
Author(s):  
A.E. Pigg ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Math Achievement ◽  
Science Classroom ◽  
Traditional Classroom ◽  
Fifth Grade ◽  
Control Group ◽  
Achievement Scores ◽  
Science Students ◽  
School Garden ◽  
Grade Levels ◽  
Math And Science

Science and math achievement scores of third, fourth, and fifth grade elementary students were studied using a sample of 196 students from McAuliffe Elementary School, located in McAllen, Texas. The experimental group of students participated in a school garden program in addition to traditional classroom-based math and science methods, while students within the control group were taught math and science using only traditional classroom-based methods. No statistically significant differences were found in comparisons of science students' achievement scores, indicating that those students using the school garden program as an additional method to learn science benefited similarly to those who learned using only traditional science classroom-based instruction. However, results indicated statistically significant differences in comparisons of students' math achievement scores, showing that those students who received traditional math instruction had more improved math achievement scores compared to those taught using the school garden program. Results also found no statistically significant differences between gender and ethnic background comparisons. However, statistically significant differences in comparisons of grade levels showed that fourth graders benefited more, academically, from participation in the school garden program in comparison to other grade levels.

scholarly journals Peculiarities of Flexibility Development in Middle Schoolers

2015 ◽  
pp. 17 ◽  
Author(s):  
М. В. Солодовникова
Keyword(s):  
Theoretical Analysis ◽  
Shoulder Joint ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Strength Testing ◽  
Sitting Position ◽  
Seventh Grade ◽  
Testing Methods ◽  
Significant Deterioration ◽  
Middle Schoolers

The paper objective is to define the peculiarities of flexibility development in middle schoolers. To solve the tasks set, the study used the following research methods: theoretical analysis and collation of scientific and methodological literature; pedagogical testing, methods of mathematical statistics.Research results. The testing analysis showed statistically unreliable deviations in the results displayed by the fifth-, sixth- and seventh-grade girls in the following tests: “Rotation in the shoulder joint with a staff”, “Backbend from the lying position”, “Forward bend from the sitting position” (p > 0.05). The fifth-, sixth- and seventh-grade girls show improvement in their statistically significant results (p < 0.05) in the following tests: “Raise up from the lying position to the sitting position in 30 seconds”, “Bending and unbending of arms in the lying position”.The testing analysis showed a statistically significant deterioration in the results displayed by the fifth-, sixth- and seventh-grade boys in the following tests: “Rotation in the shoulder joint with a staff”, “Backbend from the lying position” (p < 0.05).The fifth-, sixth- and seventh-grade boys show improvement in their statistically significant results (p < 0.05) in the test " Raise up from the lying position to the sitting position in 30 seconds”, and an improving tendency in the results in the test “Bending and unbending of arms in the lying position”.Conclusions. The informative indicators of flexibility and strength readiness of the 5th-7th-grade boys are “Rotation in the shoulder joint with a staff”, “Backbend from the lying position” and “Raise up from the lying position to the sitting position in 30 seconds”. The informative indicators of strength readiness of the 5th-7th-grade girls are “Raise up from the lying position to the sitting position in 30 seconds”, “Bending and unbending of arms in the lying position”.The flexibility testing results for the fifth-grade pupils vary in the level from average high, and the strength testing results — from below average to average. The flexibility testing results for the sixth-grade pupils vary in the level from below average to average, the strength testing results being the same. The flexibility results of the seventh-grade boys vary in the level from low to average, and the strength skills results — from above average to high.

The Responsive Classroom approach and fifth grade students’ math and science anxiety and self-efficacy.

2013 ◽  
Vol 28 (4) ◽  
pp. 360-373 ◽  
Author(s):  
Marissa Swaim Griggs ◽  
Sara E. Rimm-Kaufman ◽  
Eileen G. Merritt ◽  
Christine L. Patton
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Responsive Classroom ◽  
Science Anxiety ◽  
Fifth Grade Students ◽  
Math And Science
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