What is Going on in Your School?: Mathematics and guidance in Kansas schools at the ninth-grade level

1955 ◽  
Vol 48 (6) ◽  
pp. 432-434
Author(s):  
Earl S. Elliott
Keyword(s):  
Grade Level ◽  
School Administrators ◽  
Ninth Grade ◽  
School Mathematics ◽  
Guidance Services ◽  
Guidance Program ◽  
The Individual

Many school administrators recognize the importance and value of guidance services to the individual. However, relatively few pupils to date have had the opportunity to reap the values of a guidance program.

Factor Analytic Study of Perceptual-Motor Attributes as Measured by Two Test Batteries

1972 ◽  
Vol 34 (1) ◽  
pp. 227-230 ◽  
Author(s):  
Dolores Geddes
Keyword(s):  
Visual Discrimination ◽  
Grade Level ◽  
Dynamic Balance ◽  
Second Grade ◽  
Body Perception ◽  
Motor Patterns ◽  
Test Items ◽  
Mentally Retarded Children ◽  
The Individual ◽  
Motor Acts

This study factor analyzed the scores of 80 first and second grade level public school children on the 28 test items of the Perceptual-motor Attributes of Mentally Retarded Children and Youth battery and the Purdue Perceptual-motor Survey. 10 factors were extracted and 9 were named: Visual Tracking, Visual Discrimination and Copying of Forms, Visual Discrimination and Copying of Rhythmic Patterns, Verbal Body Image, Dynamic Balance, Spatial Body Perception, Postural Maintenance, Visual Discrimination and Copying of Motor Patterns, and Gross Agility. The study indicated that the individual test items are very specific in nature, i.e., they measure very specific perceptual-motor acts.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Test Results and What They Mean

1971 ◽  
Vol 6 (4) ◽  
pp. 429-431
Author(s):  
William J. Woolbright
Keyword(s):  
Academic Achievement ◽  
Los Angeles ◽  
Grade Level ◽  
School Administrators ◽  
Remedial Reading ◽  
School Personnel ◽  
Test Results ◽  
Local School ◽  
Learning Group ◽  
Made In

Part of the responsibility of a reading therapist is to report to the parents the results of specialized programs developed for their children. Whether the report is made in person or sent to the parents or teachers of the children, there can be confusion or misunderstanding when grade-level scores are used. Over a period of time, and after a review of numerous parent conferences and discussions with local school administrators and teachers, the following report was prepared by the Academic Achievement and Learning Group, Los Angeles, California, to better communicate with parents and school personnel who are concerned about students' work in remedial reading.

Mentoring and Shadow Consulting: Keys to Enhancing Novice and Veteran School Administrator Training

1993 ◽  
Vol 3 (6) ◽  
pp. 666-678
Author(s):  
Maria M. Shelton ◽  
Jerry J. Herman
Keyword(s):  
Performance Feedback ◽  
School Administrators ◽  
School Administrator ◽  
School Systems ◽  
Daily Routine ◽  
Administrator Training ◽  
Improvement Plan ◽  
Novice Administrators ◽  
The Individual ◽  
Veteran Administrators

Countless school administrators will soon be retiring, and as a result, school systems must proactively help novice administrators quickly “learn the ropes.” Two ways to assist novices are: (1) mentoring, and (2) shadow consulting. Mentoring entails coupling a respected, experienced administrator with the novice and moving the novice to higher levels of productivity and effectiveness. Shadow consulting places a shadow consultant with the novice who monitors the individual's daily routine, provides the individual with performance feedback, and helps the individual develop a personal improvement plan. Mentoring and shadow consulting are excellent vehicles for “bringing novices on board” and “improving veteran administrators’ skills.”

Readability of Waiver of Liability Forms Used in Collegiate Intramural and Recreational Sports Programs

2003 ◽  
Vol 27 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Benjamin J. White ◽  
Bradley J. Cardinal
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Reading Level ◽  
Recreational Sports ◽  
Intended Audience ◽  
Moderating Variables ◽  
Grade Levels ◽  
Sports Programs ◽  
Micro Power ◽  
Grade Reading Level

Waiver of liability forms should be written at a reading level consistent with that of the intended audience. On average, students read three grade levels below the last grade they completed in school. Therefore, waivers should be written no higher then the ninth-grade level. The main goal of this study was to assess the reading level of intramural and recreational sport waiver of liability forms, compared to the ninth-grade level. Nine NIRSA member schools and nine non-NIRSA member schools were randomly selected from each of NIRSA's six regions. Readability was assessed using the Readability Calculation software (Micro Power & Light, Dallas, TX) for MacIntosh. A one-sample t-test was performed to compare the forms to the ninth-grade reading level. Forms were written significantly higher than the ninth-grade level (t[26]=14.53, p<.0001). An analysis of variance was performed to assess possible moderating variables. No significant differences were found. Font size was also measured, and forms were found to have been written at a significantly higher level then the recommended 12-point font (t[28]=-2.88, p<.01). This study brings into question the efficacy of waiver of liability forms used in many collegiate/university intramural and recreational sports programs.

Ability Classification in Ninth Grade Algebra

1929 ◽  
Vol 22 (1) ◽  
pp. 38-48
Author(s):  
L. E. Mensenkamp
Keyword(s):  
Cumulative Effect ◽  
Ninth Grade ◽  
Grade School ◽  
School Population ◽  
Ability Groups ◽  
The Individual

Certain tendencies which have long been operating in our schools have by their cumulative effect brought about a change in the ninth grade school population which has made classification into ability groups and other devices for adjusting instruction to the varying needs of the individual pupil more important than ever before.

What's Wrong With Using Grade-Equivalent Scores To Identify LD Children?

1981 ◽  
Vol 17 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Ronald A. Berk
Keyword(s):  
Grade Level ◽  
Ninth Grade ◽  
Fifth Grade ◽  
Parent Reports ◽  
11Th Grade

A parent reports to another parent, "I just had Johnny tested. He's reading at the 11th grade level even though he's in fifth grade!" Or "I'm desperate. Billy should be in an LD class! He's in the ninth grade but he is reading at a 4.2 grade level. " Sound familiar? In this article, Dr. Ronald Berk describes the dangers of using grade equivalency scores.

scholarly journals The Effect of Separation Anxiety from Peer Group on the Level of Conformity among a Sample of Adolescents in the District of Haifa

2016 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Manar S. Bani-Mustafa ◽  
Anat M. Abu-Asba
Keyword(s):  
Grade Level ◽  
Separation Anxiety ◽  
Peer Group ◽  
Ninth Grade ◽  
Eighth Grade ◽  
Social Conformity ◽  
Low Level

This study aimed to explore separation anxiety and social conformity levels among a sample of adolescents. The study sample consisted of 319 students (170 males and 149 females). It was a convenient sample chosen from some villages in Haifa district in Palestine. The authors developed a scale to measure separation anxiety from peers after the model of Hansburg’s 1980 scale. A measure of social conformity was also used (Abu-Nemr, 2011). The results showed a low level of separation anxiety and social conformity among adolescents. There were no significant differences found in social conformity due to the separation anxiety, sex, and interaction between anxiety and grade level. Significant differences were found in the level of social conformity that were attributed to interaction between sex and grade level in favor of males in the eighth grade and in favor of female in the ninth grade.

Ninth-Grade MathematicsHigh School Mathematics. John A. Swenson

1924 ◽  
Vol 32 (4) ◽  
pp. 311-311
Author(s):  
C. A. Stone
Keyword(s):  
Ninth Grade ◽  
School Mathematics
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