A Materials Outreach Program Developed By Mse Undergraduates For Junior High Students Focused On Grade Level Expectations

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.

Download Full-text

Evaluation of a Seminar for Gifted Junior High Students

Gifted Child Quarterly ◽

10.1177/001698626901300303 ◽

1969 ◽

Vol 13 (3) ◽

pp. 163-169

Author(s):

William D. Jackman ◽

Louise M. Bachtold

Keyword(s):

Junior High ◽

Junior High Students

Download Full-text

Attrition patterns in a summer program for gifted junior high students

Roeper Review ◽

10.1080/02783199109553395 ◽

1991 ◽

Vol 14 (2) ◽

pp. 90-93 ◽

Cited By ~ 2

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

Download Full-text

Self-Actualization in Junior High Students: A Pilot Study

Psychological Reports ◽

10.2466/pr0.1993.73.2.639 ◽

1993 ◽

Vol 73 (2) ◽

pp. 639-642 ◽

Cited By ~ 28

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.

Download Full-text

An Examination of the Consistency of Junior High Students' Preferences for General Music Activities

Update Applications of Research in Music Education ◽

10.1177/875512339100900203 ◽

1991 ◽

Vol 9 (2) ◽

pp. 11-16 ◽

Cited By ~ 5

Author(s):

Keith P. Thompson

Keyword(s):

Junior High ◽

General Music ◽

Junior High Students ◽

Music Activities

Download Full-text

Teachers’ Reports of Their Cognitive Processes During Teaching

American Educational Research Journal ◽

10.3102/00028312015004555 ◽

1978 ◽

Vol 15 (4) ◽

pp. 555-565 ◽

Cited By ~ 99

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.

Download Full-text