Becoming Tech Experts

2011 ◽  
pp. 225-240
Author(s):  
Catherine Schifter
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Social Studies ◽  
Sixth Graders ◽  
School Experiences ◽  
The Other ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grade Classroom ◽  
Mathematics And Science

As with fifth and sixth grades, the seventh grade classroom depends on whether the school is an elementary school or middle school. In many Kindergarten through eighth grade schools in Philadelphia, seventh graders have two different teachers rather than only one as with sixth graders. One teacher concentrates on literacy and social studies, while the other teacher takes on mathematics and science. These students cycle between two different classrooms. In contrast, students in middle schools may have a homeroom teacher, but they cycle through a number of different classrooms and teachers for each subject. Their school experiences are much different from those of students who only travel between two classrooms.

scholarly journals Effetiveness of Zahorik Model in the Acquisition of Listening and Speaking Skills in the Light of the Motivation toward Learning Arabic among the Seventh Grade Students in Jordan

2017 ◽  
Vol 11 (2) ◽  
pp. 258
Author(s):  
Amal A. Wasas ◽  
Adnan S. Al. Abed
Keyword(s):  
The Other ◽  
Seventh Graders ◽  
Control Group ◽  
Seventh Grade ◽  
Validity And Reliability ◽  
Reliability Indicators ◽  
Listening Skill ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Speaking Skills

This study aimed at measuring the effectiveness of Zahorik Model in the acquisition of listening and speaking skills in the light of the motivation toward learning Arabic, among the seventh grade students in Jordan. The subjects of this study were selected purposely from the seventh grade students of a high school in Amman-Jordan. Two classes were selected randomly, one with (26) students, was assigned as an experimental group, where the other of (26) students, was assigned as a control group. Two tests were developed, one for the listening skill, and the other one for the speaking skill. A scale to measure the motivation toward learning Arabic was also developed. All validity and reliability indicators were obtained for these instruments. The results showed statistical differences in listening and speaking skills, for seventh graders, attributed to the method of teaching in favor of the experimental groups. The result also showed statistical differences in the speaking skill attributed to the interaction between the method and motivation toward learning Arabic, but showed no statistical differences in listening skill attributed to the interaction between the method and motivation toward learning Arabic. A set of recommendations were concluded in the light of these findings. 

Blast-off mathematics

1971 ◽  
Vol 18 (4) ◽  
pp. 215-221
Author(s):  
Elton E. Beougher
Keyword(s):  
Elementary School ◽  
Space Science ◽  
The Other ◽  
Space Travel ◽  
School Program ◽  
Mathematics And Science

A more appropriate and informative title for this discussion might be “Astronomy, Space Travel, and Arithmetic.” An attempt will be made here to support the claim that the study of arithmetic and of topics from space science can be coordinated in the elementary school program. Further, it is claimed that this coordination can enhance both the mathematics and science areas and that each can promote learning in the other. The author hopes to provide some ideas that teachers might use to give variety to their lessons.

Seventh Graders’ Direct Experience with, and Feelings toward, Amphibians and Some Other Nonhuman Animals

2011 ◽  
Vol 19 (3) ◽  
pp. 225-247 ◽  
Author(s):  
Iztok Tomažič
Keyword(s):  
Factor Analysis ◽  
Animal Species ◽  
Companion Animals ◽  
The Other ◽  
Self Report ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Direct Experience ◽  
Time To Build ◽  
Nonhuman Animals

AbstractThis study investigated how seventh-grade students (11-12 years old) rate their fear of, and disgust toward, amphibians in comparison to some other nonhuman animal species. For the purpose of evaluating these variables, a questionnaire with open-ended and self-report questions was used. The study found that direct experience of animals significantly affects students’ self-reported fear and disgust ratings. Boys generally reported less fear and disgust toward animals than girls. With regard to amphibians, students expressed relatively high disgust, but low fear. There were no differences in disgust ratings between boys and girls. Also, a majority of students reported having no direct experience of amphibians, and their attitudes hovered between negative and neutral. Factor analysis placed amphibians in a category of disgust-relevant animals. The other two categories that emerged were interpreted as fear-relevant animals and companion animals. The study concluded that education should place greater importance on allowing students to experience a variety of different animal species directly in order to foster positive change in their feelings and attitudes toward them, and at the same time to build on their understanding of animals.

Creating Connections: Promoting Algebraic Thinking with Concrete Models

2001 ◽  
Vol 7 (1) ◽  
pp. 20-25
Author(s):  
Michaele F. Chappell ◽  
Marilyn E. Strutchens
Keyword(s):  
Natural Extension ◽  
Eighth Graders ◽  
Algebraic Thinking ◽  
The Other ◽  
Seventh Graders ◽  
Science Study ◽  
Algebra For All ◽  
The Third ◽  
Algebraic Concepts ◽  
Mathematics And Science

The recent “Algebra for all” era has meant “the best of times and the worst of times” in many middle schools. At one extreme, many adolescents delight in the opportunity to study algebra or algebraic thinking and perform well in this course of study. At the other extreme, too many adolescents encounter serious challenges as they delve into fundamental ideas that make up this essential mathematical subject. Instead of viewing algebra as a natural extension of their arithmetic experiences, significant numbers of adolescents do not connect algebraic concepts with previously learned ideas. For instance, data from the Third International Mathematics and Science Study (TIMSS) showed that at the international level, only 47 percent of the seventh graders and only 58 percent of the eighth graders were able to recognize that m + m + m + m was equivalent to 4m (Beaton et al. 1996).

How Can 425 Students Learn to Use 1 Microcomputer? A Success Story

1984 ◽  
Vol 31 (5) ◽  
pp. 16-17
Author(s):  
Lynn C. Hart
Keyword(s):  
Elementary School ◽  
Public School ◽  
School System ◽  
Computer Literacy ◽  
Full Time ◽  
Seventh Grade ◽  
Success Story ◽  
Graduate Course ◽  
One Year ◽  
Mathematics And Science

The K-7 public school where I am a full-time teacher of seventh-grade mathematics and science has had a microcomputer for one year. The school system had provided one computer for every elementary school in the district, with two conditions. first, one teacher from each school must participate in a graduate course in BASIC programming and computer literacy that carries. five quarter-hours of credit. second, the school must offer minicourses on the computer to Its sixth-and seventh-grade students After completing the five-hour course during the summer and receiving the title “computer teacher-in-residence,” I arranged for the delivery of the microcomputer to our school. That was one year ago.

Attitudes of Elementary School Pupils and Their Parents toward Mathematics and Other Subjects of Instruction

1972 ◽  
Vol 3 (1) ◽  
pp. 51-58
Author(s):  
George Levine
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Grade Level ◽  
Parental Attitudes ◽  
Sixth Grade ◽  
Forced Choice ◽  
The Other

A forced-choice questionnaire was administered to a sample of 144 third-, fourth-, and sixth-grade pupils, and a similar questionnaire was completed by the parents of these pupils, to investigate the attitudes of pupils and their parents toward mathematics, English, science, and social studies. Analysis of the data was made on the basis of the grade level and sex of the children. Among pupils, mathematics was ranked higher than the other 3 areas with respect to importance, enjoyment, success, and additional criteria related to pupils' conception of parental attitudes. Parents recalled enjoying and doing best in English, but they ranked mathematics and English equally high in importance, and as the subjects in which they hoped their children would do best.

scholarly journals Using Instructional Time and Race/Ethnicity to Predict Social Studies Accountability Test Results

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Kenneth E. Vogler ◽  
Susan Schramm ◽  
Audrey Allan ◽  
Jake D. Parler
Keyword(s):  
Middle Schools ◽  
Social Studies ◽  
Test Performance ◽  
Analysis Of Covariance ◽  
Instructional Time ◽  
Test Results ◽  
Seventh Grade ◽  
Effect Analysis ◽  
Race Ethnicity ◽  
The Relationship

This study investigated the relationship among the variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on a state-mandated social studies accountability test. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools, as well as a survey given to principals of the same 117 middle schools, were analyzed. A hierarchical multiple regression analysis showed that when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 11% of the variation in student social studies accountability test results; a small effect. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were also used to illuminate the relationship of these variables on accountability test performance.

Taxicab geometry, rabbits, and Pascal's triangle—discoveries in a sixth-grade classroom

1962 ◽  
Vol 9 (6) ◽  
pp. 308-313
Author(s):  
David M. Clarkson
Keyword(s):  
Elementary School ◽  
Sixth Grade ◽  
The Other ◽  
Mathematical Idea ◽  
Tape Recording ◽  
Elementary Grades ◽  
Sixth Grader ◽  
Triangular Numbers ◽  
Taxicab Geometry ◽  
Grade Classroom

Two aspects of the current experimentation with our elementary-grades mathematics instruction have been perhaps underemphasized. One is the opportunity a teacher has to take advantage of the imagination and initiative of her pupils released by the freer approach to the curriculum, and the other is the effect on the teacher herself when the pursuit of a topic new to elementary school leads her to discover a rich vein of mathematics on her own. The following article is an account of the discovery of triangular numbers by a sixth grader, and its consequence, the pursuit of an important mathematical idea by both the class and the teacher. The project took three forty-five minute class periods and the student remarks quoted were taken from a tape recording of the sessions.

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