scholarly journals Arts and Academic Achievement―Empirical Evidence for Arts Realities in United States Education Law and Around the World

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
AnnRené Joseph
Keyword(s):  
Academic Achievement ◽  
Language Arts ◽  
Fourth Grade ◽  
Past Century ◽  
Assistance Program ◽  
Rural School District ◽  
Language Arts Instruction ◽  
The Arts ◽  
Learning Assistance ◽  
Reading And Math

That the arts enhance academic achievement has been a claim of educators for the past century. This experimental study examined whether and to what extent the use of creative dramatics interventions increased the vocabulary achievement of fourth grade students in a language arts classroom. The 20-day study was conducted across five weeks of school―for 45 minutes each day―during the normally scheduled language arts instruction block. It included a pretest, 17 consecutive school days of instruction, and a posttest. A retention test was administered five weeks later. Three fourth grade teachers were randomly assigned to a random sample of 83 fourth graders. The study was conducted at a Learning Assistance Program (LAP) reading and math school, in a large rural school district in Washington State. Descriptive statistics were used to describe the demographics of the sample…inferential statistics were used to calculate the differences between groups. (Joseph, 2013/2014, pp. 2-3)

scholarly journals Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

1993 ◽  
Vol 25 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Samuel D. Miller ◽  
Treana Adkins ◽  
Mary Louise Hooper
Keyword(s):  
School Improvement ◽  
Elementary Teachers ◽  
Language Arts ◽  
Student Learning ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Extrinsic Rewards ◽  
Language Arts Instruction ◽  
Student Interviews

This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

Classroom Contextual Drawings as Predictors of Pupils’ Academic Achievement

1980 ◽  
Vol 50 (2) ◽  
pp. 403-406
Author(s):  
Steven B. Silvern ◽  
Douglas M. Brooks ◽  
Anna Griffin ◽  
Carole Lee
Keyword(s):  
Academic Achievement ◽  
Fourth Grade ◽  
Low Achievers ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Reading And Math

75 fourth grade children (29 boys, 46 girls) were asked to draw themselves in separate reading and math contexts. Heights of drawing of self were significantly different for high and low achievers. Context and size of self-portrait in children's drawings are discussed as potential predictors of pupils’ academic achievement.

scholarly journals STUDENT LEARNING OF SCHOOL AGE STUDENTS IN NORTH DEVELOPMENT RPTRA WITH USED PLASTIC PROCESSING MATERIALS INTO ART-VALUED PRODUCTS

ICCD ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 97-101
Author(s):  
Popy Yuliarty ◽  
Rini Anggraini ◽  
Selamet Riadi
Keyword(s):  
Energy Use ◽  
Raw Materials ◽  
Plastic Waste ◽  
School Age ◽  
Assistance Program ◽  
The Arts ◽  
Plastic Type ◽  
Learning Assistance ◽  
Service Activity ◽  
Household Environment

Recycling is the process of making used materials into new materials with the aim of preventing the occurrence of waste which can actually be useful, reducing the use of new raw materials, reducing energy use, reducing pollution and greenhouse gas emissions when compared to the process of making new goods . In this community service activity, garbage is focused on processing used plastic waste such as used bottles and used plastic spoons. This garbage can be easily found around us, for example around the campus and in the household environment and so on. This activity is a learning assistance activity for Cultural Arts and Skills subjects, namely recycling plastic type waste. Participants are students ranging from kindergarten, elementary, junior high to high school / vocational level. This activity is intended for learning assistance especially for Arts and Skills Arts subjects, where the existence of this learning assistance program is expected to help school-age students to add insight into the arts and creation and sensitivity to their environment. The purpose of this activity is to provide learning assistance and educate students to process plastic waste which causes a lot of environmental pollution

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

Pourquoi? Explaining Ourselves to the Literature Major

PMLA ◽  
2002 ◽  
Vol 117 (3) ◽  
pp. 515-519
Author(s):  
H. Jay Siskin
Keyword(s):  
William Shakespeare ◽  
Liberal Arts ◽  
Past Century ◽  
Twelfth Night ◽  
The Past ◽  
The Arts

Sir Toby. Pourquoi, my dear knight?Sir Andrew. What is “Pourquoi”? Do or do not? I would I had bestowed that time in the tongues that I have in fencing, dancing, and bear-baiting. O, had I but followed the arts!–William Shakespeare, Twelfth Night (1.3)I was asked to address thequestions “why major in literature?” and “What do we tell our students?” I make this assignment explicit because my initial reflections left me bewildered. Is not the study of literature part of the humanistic mission of the liberal arts? Or has the major changed in some way that would prompt these questions? To be certain that I had not missed any reconceptualizations of the discipline, I decided to investigate the rationales for the study of literature over the past century.

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