Rate of progress in learning arithmetic

1955 ◽  
Vol 48 (2) ◽  
pp. 70-76
Author(s):  
Esther J. Swenson
Keyword(s):  
High School ◽  
Individual Differences ◽  
Junior High School ◽  
Junior High ◽  
College Teachers ◽  
The Individual

The author develops a thesis, not too often adequately recognized by junior high school, high school, and college teachers, that the better the instruction the greater the individual differences.

The Individual in the Junior High School

1919 ◽  
Vol 89 (16) ◽  
pp. 429-431
Author(s):  
Jasper T. Palmer
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Individual

The Art of Teaching: Teacher-Pupil Planning in Junior High School Mathematics

1942 ◽  
Vol 35 (8) ◽  
pp. 377
Author(s):  
Bjarne R. Ullsvik
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Way Of Life ◽  
School Activities ◽  
Art Of Teaching ◽  
The Individual

The goal of all school activities, irrespective of the individual pupil or his level of maturity, should be directed toward the perpetuation and fostering of a democracy. The present international situation should place a premium on the democratic way of life, and our schools should rededicate their energies in developing pupils whose characteristics are conducive to a democratic way of life.

Environmental and Behavioral Influences of Physical Activity in Junior High School Students

2017 ◽  
Vol 14 (10) ◽  
pp. 785-792 ◽  
Author(s):  
Kent A. Lorenz ◽  
Hans van der Mars ◽  
Pamela Hodges Kulinna ◽  
Barbara E. Ainsworth ◽  
Melbourne F. Hovell
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Systematic Observation ◽  
School Students ◽  
Behavioral Support ◽  
Individual Level ◽  
The Individual

Background:Increasing access and opportunity for physical activity (PA) in schools are effective; however, not everyone experiences the same effects. Prompting and reinforcement may encourage more frequent participation in recreational PA during the school day. The purpose of this study was to investigate a lunchtime PA intervention on whole school PA participation and whether behavioral support enhanced these effects.Methods:A modified reversal design compared an environmental and an environmental plus behavioral support intervention on lunchtime PA participation versus baseline levels in a suburban junior high school in the western United States (N = 1452). PA and related contextual data were collected using systematic observation.Results:Significantly more girls and boys were observed in PA during the interventions compared with baseline phases (F2,1173 = 13.52, P < .0001, η2 = .023; F2,1173 = 20.14, P < .0001, η2 = .033, for girls and boys, respectively). There were no significant differences between the environmental phase and the environment plus behavioral support phase.Conclusion:Providing access and opportunity significantly increased the number of girls and boys observed in PA during a lunchtime program, with no additive effects of behavioral support. Further research into providing the individual-level contingencies at an institutional level is needed.

scholarly journals The feelings inferiority of student in Islamic junior high school

10.32698/091 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Afri Rahmadia Marta ◽  
Daharnis Daharnis ◽  
Syahniar Syahniar
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Scale Model ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Research Subjects ◽  
Model Research ◽  
The Individual

Feelings of inferiority in the individual can interfere with his development. Therefore, it is important to provide treatment through Guidance and Counseling services. In order for the implementation of Guidance and Counseling services to run effectively and efficiently, it is necessary described the inferiority condition of individual accurately. This study aims to describe feelings of inferiority student’s in Islamic Junior High School. The research methodology used is quantitative with a descriptive-analysis. The research instrument used Likert scale model. Research subjects amounted to 38 students. The results showed that the feelings inferiority of student was in a medium category with a persentage 50%.

scholarly journals ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS ABILITY IN WORKING ON HOTS PROBLEM POINTS ON VIBRATION AND WAVE MATERIAL

2021 ◽  
Vol 2 (2) ◽  
pp. 175-180
Author(s):  
Zelda Akhirmaini ◽  
Milla Rulisa ◽  
Raudhatul Jannah ◽  
Fitri Anita ◽  
Ahmad Walid
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Class Viii ◽  
The Individual ◽  
High Level

High-level thinking skills are not only established in the cognitive aspect but are able to improve the skills and effective aspects of students. One of the things that is applied to improve the ability to think at a high level is to submit tests for HOTS ( Higher Order Thinking Skills) problem, Given to students to know how much students are able to do and solve problems not only completing but students are required to understand the problems given. This research used quantitative deriftive research design. The data was analyzed using descriptive percentages. Calculate the individual grade of each student of grade VIII A Junior High School 05 Bengkulu City. The results showed that the ability of students of class VIII A Junior High School 05 Kota Bengkulu in working on HOTS problem items on vibration and wave material was in a very low category with a total average of 24.90 of the HOTS issues given. This means that students of class VIII A Junior High School 05 Bengkulu City have not been able to work on HOTS problems on vibration and wave material.

New Programs

1972 ◽  
Vol 65 (7) ◽  
pp. 646-647
Author(s):  
Donald W. Hight ◽  
Robert J. Kansky ◽  
Don K. Richards
Keyword(s):  
High School ◽  
New York ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Seventh Grade ◽  
Individual Needs ◽  
The Individual ◽  
Classroom Presentation

A mathematics team at DeWitt Junior High School, Ithaca, New York, recognized that although the previously developed seventh-grade curriculum was satisfactory, the individual needs of the students were not fully met by classroom presentation. This team used the existing curriculum to devise an individualized program that would (1) encourage individual progress, (2) avoid excessive imposition of hardware on the learning process, and (3) maintain and encourage teacher-pupil interaction.

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