WAYS JUNIOR HIGH STUDENTS LEARN

1956 ◽  
Vol 51 (2) ◽  
pp. 88-91
Author(s):  
Helen Khoobyar
Keyword(s):  
Junior High ◽  
Junior High Students

scholarly journals Analysis of Negative Transfer in Junior High Students’ English Writing Errors

2018 ◽  
Vol 6 (7) ◽  
pp. 80-88
Author(s):  
Yang Xueping
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Negative Transfer ◽  
Junior High ◽  
Research Subjects ◽  
School Students ◽  
English Writing ◽  
Junior High Students ◽  
Teachers And Students ◽  
Writing Errors

It has become a very significant topic that how to help students overcome the Chinese negative transfer in English writing. This research attempts to investigate the main types of errors made by junior middle school students in their English writing, then to explore the causes of the identified errors, in order to avoid these types of errors. The research subjects are 107 students from two classes in grade eight of No.10 Middle School of Nanchong. Questionnaire and composition writing are used as instruments in this research. It hopes that, this paper can help teachers and students to overcome the influence of Chinese negative transfer, improve students’ English writing.

Evaluation of a Seminar for Gifted Junior High Students

1969 ◽  
Vol 13 (3) ◽  
pp. 163-169
Author(s):  
William D. Jackman ◽  
Louise M. Bachtold
Keyword(s):  
Junior High ◽  
Junior High Students

Attrition patterns in a summer program for gifted junior high students

Roeper Review ◽  
1991 ◽  
Vol 14 (2) ◽  
pp. 90-93 ◽  
Author(s):  
Mark A. Kunkel ◽  
Ann M. Pittman ◽  
Evans W. Curry ◽  
Shelby K. Hildebrand ◽  
Derald D. Walling
Keyword(s):  
Junior High ◽  
Summer Program ◽  
Junior High Students

Self-Actualization in Junior High Students: A Pilot Study

1993 ◽  
Vol 73 (2) ◽  
pp. 639-642 ◽  
Author(s):  
Joan D. Lewis
Keyword(s):  
Pilot Study ◽  
Junior High ◽  
Gifted Students ◽  
The Self ◽  
Seventh Grade ◽  
Junior High Students ◽  
Average Group ◽  
Self Actualization ◽  
Raven's Standard Progressive Matrices ◽  
Gifted Girls

The self-actualization scores of 63 junior high students were measured with the Reflections of Self By Youth (ROSY) and the Maslowian Scale. 14 students identified as gifted did not score significantly higher than their more intellectually average peers; however, gifted girls scored slightly higher on the ROSY and two Maslowian Scale subscales. Seventh-grade students scored significantly higher only on the Maslowian Scale-Psychological subscale. Raven's Standard Progressive Matrices identified 10 students among the average group who scored between the 90th and 99th percentiles suggesting some gifted students may have been unidentified.

Teachers’ Reports of Their Cognitive Processes During Teaching

1978 ◽  
Vol 15 (4) ◽  
pp. 555-565 ◽  
Author(s):  
Penelope L. Peterson ◽  
Christopher M. Clark
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Cognitive Processes ◽  
Junior High ◽  
Cognitive Styles ◽  
Structured Interview ◽  
Experienced Teachers ◽  
Experimental Conditions ◽  
Junior High Students ◽  
Student Reactions

Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students under experimental conditions. After each 3-hour lesson, teachers viewed four brief videotaped segments of their teaching and responded to a structured interview concerning their cognitive processes while teaching. Teachers’ responses were audiotaped and coded. Reports were characterized most frequently by a sequence of observing student reactions, judging them to be satisfactory, and continuing teaching. Differences in reports were related to teachers’ cognitive styles and abilities, to teachers’ planning statements, and to student achievement and attitude.

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