Evaluation by Observation–Grade 3

1956 ◽  
Vol 3 (3) ◽  
pp. 104-108
Author(s):  
Alice P. Thomson
Keyword(s):  
Daily Work ◽  
Grade 3 ◽  
End Of Grade ◽  
Number Facts

At the end of grade three, it is possible to evaluate the pupil's knowledge of number facts and processes and of some understandings through written tests. However, there are some mathematical understandings that are better evaluated through observation. While children are engaging in their daily work and experiences you will find many opport unities for observation.

scholarly journals Early Development of Graphical Literacy through Knowledge Building

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Yongcheng Gan ◽  
Marlene Scardamalia ◽  
Huang-Yao Hong ◽  
Jianwei Zhang
Keyword(s):  
Scientific Literacy ◽  
Knowledge Building ◽  
Source Information ◽  
Aesthetic Quality ◽  
Graphical Literacy ◽  
Grade 3 ◽  
And Performance ◽  
One Year ◽  
End Of Grade ◽  
Effective Representation

This study examined growth in graphical literacy for students contributing to an online, multimedia, communal environment as they advanced their understanding of biology, history and optics. Their science and history studies started early in Grade 3 and continued to the end of Grade 4; students did not receive instruction in graphics production, nor were they required to produce graphics. Results show that students spontaneously produced graphics that advanced along seven dimensions, including effective representation of complex ideas, use of source information and captions, and aesthetic quality. On average, the scores for the seven dimensions were higher for Grade 4 students with two years of experience with Knowledge Building pedagogy and technology (Knowledge Forum®) than for Grade 6 students with one year of experience. The overall pattern of results suggests reciprocal enhancement of graphical, textual, digital, and scientific literacy, with students exceeding expectations by available norms, and performance enhanced through extended Knowledge Building experience.

Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography

2021 ◽  
Vol 24 ◽  
Author(s):  
Luís Querido ◽  
Sandra Fernandes ◽  
Arlette Verhaeghe
Keyword(s):  
Literacy Development ◽  
Word Reading ◽  
Orthographic Knowledge ◽  
Intermediate Depth ◽  
Pseudoword Reading ◽  
Word Spelling ◽  
Grade 3 ◽  
End Of Grade ◽  
Reading And Spelling ◽  
Variance Explained

Abstract Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.

Child and context characteristics in trajectories of physical and relational victimization among early elementary school children

2011 ◽  
Vol 23 (1) ◽  
pp. 239-252 ◽  
Author(s):  
Gerald F. Giesbrecht ◽  
Bonnie J. Leadbeater ◽  
Stuart W. S. Macdonald
Keyword(s):  
Elementary School ◽  
Peer Victimization ◽  
School Children ◽  
Prevention Program ◽  
Elementary School Children ◽  
Emotional Dysregulation ◽  
Relational Victimization ◽  
Grade 3 ◽  
End Of Grade ◽  
Context Characteristics

AbstractTransactional models suggest that peer victimization results from both individual and context differences, and understanding these differences may point to important targets for prevention and interventions that reduce victimization. Multilevel modeling was used to examine within-person (aggression and emotional dysregulation), between-person (sex and age), and between-school (participation in a victimization prevention program) factors that influence changes in physical and relational victimization over the first three years of elementary school. Children (n = 423) reported their experiences of peer victimization at entry into Grade 1 and at the end of Grade 1, Grade 2, and Grade 3. On average, trajectories of both physical and relational victimization declined. However, for individual children, teacher-rated aggression was associated with increases in physical and relational victimization, while emotional dysregulation was associated with attenuation of longitudinal declines in physical victimization and increases in relational victimization. Individual differences in sex and age at entry into Grade 1 did not significantly influence victimization trajectories over Grades 1 to 3. Children who participated in the WITS® victimization prevention program showed significant declines in physical and relational victimization. Levels of victimization among nonparticipants remained stable. Implications of child and context characteristics for preventing peer victimization in elementary school are discussed.

scholarly journals Introducing laptops to children: An examination of ubiquitous computing in Grade 3 reading, language, and mathematics

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Robert M. Bernard ◽  
Edward Clement Bethel ◽  
Philip C. Abrami ◽  
C. Anne Wade
Keyword(s):  
Ubiquitous Computing ◽  
Technology Implementation ◽  
Middle Level ◽  
First Year ◽  
School Year ◽  
Achievement Gain ◽  
Language And Mathematics ◽  
Grade 3 ◽  
And Mathematics ◽  
End Of Grade

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called ubiquitous computing program in a Quebec school district. CAT-3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT-3. Additionally, some evidence suggested a differential gain for lower and middle-level learners during the school year. Teachers were administered an instrument called the Technology Implementation Questionnaire (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-ended teacher responses indicated the need for more professional support for instructional implementations of computing. Résumé: Cette étude examine les performances accompagnant l’implantation d’un programme d’ordinateurs portables en 3 ième année du primaire, aussi appelé programme d’ubiquité computationnelle, dans une école d’un district scolaire du Québec. Des batteries de tests, CAT-3 en lecture, en langue et en mathématiques ont été administrées à la fin de la deuxième année du primaire et une autre fois à la fin de la troisième année du primaire, après un an d’implantation des ordinateurs. Un gain fut observé dans les trois matières, mais était différencié lorsque comparé aux normes du CAT-3. De plus, un gain différencié fut mis en évidence pour les apprenants de niveau inférieur et moyen durant l’année scolaire. Les enseignants ont rempli le Technology Implementation Questionnaire (TIQ) qui mesure le but et l’étendue de l’intégration technologique. Des corrélations négatives ont été trouvées en gains au niveau de la lecture pour les items associés à l’utilisation de haut niveau des ordinateurs, en communication, en évaluation et en création.

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Positive correlation between neovascularization degree of carotid atherosclerosis determined by contrast-enhanced ultrasound and level of serum C-reactive protein

VASA ◽  
2015 ◽  
Vol 44 (3) ◽  
pp. 0187-0194 ◽  
Author(s):  
Xiaoni Chang ◽  
Jun Feng ◽  
Litao Ruan ◽  
Jing Shang ◽  
Yanqiu Yang ◽  
...  
Keyword(s):  
Contrast Enhancement ◽  
Rank Correlation ◽  
Artery Stenosis ◽  
Contrast Enhanced Ultrasound ◽  
C Reactive Protein ◽  
Protein Levels ◽  
Reactive Protein ◽  
Contrast Enhanced ◽  
Grade 3 ◽  
Axis View

Background: Neovascularization is one of the most important risk factors for unstable plaque. This study was designed to correlate plaque thickness, artery stenosis and levels of serum C-reactive protein with the degree of intraplaque enhancement determined by contrast-enhanced ultrasound. Patients and methods: Contrast-enhanced ultrasound was performed on 72 carotid atherosclerotic plaques in 48 patients. Contrast enhancement within the plaque was categorized as grade 1, 2 or 3. Maximum plaque thickness was measured in short-axis view. Carotid artery stenosis was categorized as mild, moderate or severe. Results: Plaque contrast enhancement was not associated with the degree of artery stenosis or with plaque thickness. Serum C-reactive protein levels were positively correlated with the number of new vessels in the plaque. C-reactive protein levels increased in the three groups(Grade 1: 3.72±1.79mg/L; Grade 2: 7.88±4.24 mg/L; Grade 3: 11.02±3.52 mg/L), with significant differences among them (F=10.14, P<0.01), and significant differences between each two groups (P<0.05). Spearman’s rank correlation analysis showed that serum C-reactive protein levels were positively correlated with the degree of carotid plaque enhancement (Rs =0.69, P<0.01). Conclusions: The combination of C-reactive protein levels and intraplaque neovascularization detected by contrast-enhanced ultrasound may allow more accurate evaluation of plaque stability.

Daily Fluctuations in Work Engagement

2014 ◽  
Vol 19 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Arnold B. Bakker
Keyword(s):  
Job Performance ◽  
Work Engagement ◽  
Research Evidence ◽  
Organizational Outcomes ◽  
Reciprocal Relationship ◽  
Proactive Behavior ◽  
Negative Events ◽  
Daily Work ◽  
Work Pressure ◽  
Diary Research

This article presents an overview of the literature on daily fluctuations in work engagement. Daily work engagement is a state of vigor, dedication, and absorption that is predictive of important organizational outcomes, including job performance. After briefly discussing enduring work engagement, the advantages of diary research are discussed, as well as the concept and measurement of daily work engagement. The research evidence shows that fluctuations in work engagement are a function of the changes in daily job and personal resources. Particularly on the days that employees have access to many resources, they are able to cope well with their daily job demands (e.g., work pressure, negative events), and likely interpret these demands as challenges. Furthermore, the literature review shows that on the days employees have sufficient levels of job control, they proactively try to optimize their work environment in order to stay engaged. This proactive behavior is called job crafting and predicts momentary and daily work engagement. An important additional finding is that daily engagement has a reciprocal relationship with daily recovery. On the days employees recover well, they feel more engaged; and engagement during the day is predictive of subsequent recovery. Finding the daily balance between engagement while at work and detachment while at home seems the key to enduring work engagement.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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