The Victim of Aggression in Fifth and Sixth Grade Classrooms

Abstract

Sixty-eight victims of aggression were identified through sociometric techniques with fifth and sixth grade students. Each of the classrooms was found to have at least one male and one female victim. Teachers and students showed substantial agreement in their identification of the victims. Chi-square tests among items on a questionnaire administered to 412 students showed the victims to be passive, non-conforming, and socially rejected. Presumably, two courses of action are open to the counselor of the victim: to train him to become more aggressive or to help him become more socially acceptable. Implications of these two courses of action are discussed.     

Achievement Attributions of Sixth Grade Children and Their Parents

The present study examines the achievement attributions of Greek Cypriot students and their parents. Its aim was to investigate the role of parental and child achievement attributions as parameters of the child's actual school achievement and to examine the existing differences between attributions made by children and their parents. A total of 477 Sixth Grade Greek Cypriot students and their parents participated in the study. A structural equation model was constructed and its ability to fit the data was tested. It was found that child attributions of achievement to effort, ability and other internal factors are positively related to actual achievement, while attributions to luck and external factors are negatively related to achievement. This is in line with earlier findings. Parental and child attributions are not strongly and reliably related. Thus, claims that children develop their own attributions on the basis of their parents’ attributions were not supported. Gender differences were found, with females attributing their achievement to effort more than males did. Finally, underachievers tended to attribute their school performance to external factors (luck, role of others such as parents and teachers), while highly achieving students tended to attribute their performance to their own effort and other internal factors.     

Classroom Behavior of Good and Poor Readers

Abstract

The purpose of this study was to investigate objectively observable categories of behavior for good and poor readers in classroom settings. Seven specific observable behaviors of 3 good and 3 poor readers from each of three regular classrooms at each of six grade levels were viewed under natural classroom conditions. Trained observers recorded student behavior for 30 min a day for 10 days. A two-way analysis of variance procedure was used in data analysis. Results indicated that poor readers did not differ from good readers in starting to work on assignments, having necessary materials available, making unacceptable noise, being out of place, or making unacceptable contact with other persons or their property. Poor readers, however, were off task more and volunteered less than good readers did. The results were interpreted to suggest that poor readers could be viewed as uninvolved students. Instructional suggestions are given.     

Sociometric Predictors of the Self Concept among Fifth and Sixth Grade Children

Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.     

Retest and Alternate-Form Reliabilities of the PPVT-R with Fourth,Fifth, and Sixth Grade Pupils

Abstract

A total of 120 pupils were tested individually with the Peabody Picture Vocabulary Test-Revised. Forty pupils each in Grades 4, 5, and 6 were administered Form L and Form M and retested 8 days later. Alternate form reliabilities ranged from .76 to .87. Retest reliabilities ranged from .82 to .92. Combining Form L and Form M into one longer instrument yielded retest reliabilities of .91, .95, and .93 for Grades 4, 5, and 6, respectively.     

An Experiment with Contrived Readability in Fifth and Sixth Grades

Abstract

Previous research has only tangentially explored the effects of an incentive frequently employed by teachers-grades. To fill this void, 233 students from 14 high school classes were either offered points (ranging from 2 to 12) on their final grade of the term for completing an assignment or threatened with loss of points (ranging from 1 to 7) for not completing an assignment. A control class was asked to complete the assignment without gaining or forfeiting any points. Data suggested that grades used as an incentive elicited greater assignment completion than when no incentive was used, that assignment completion was greater when grades were used as a negative as opposed to a positive incentive, and that as the level of incentive utilized rose, assignment completion tended to increase.     

Classroom Observations of Task-Attending Behaviors of Good and Poor Readers

Abstract

The purpose of this observational research was to investigate the task-attending behaviors of good and poor readers during reading instruction. Three aspects of reading instruction were identified for investigation 1) working with the teacher versus working independently ; 2) the nature of the reading task; and 3) the difficulty level of the reading material used for instruction. No difference was found in the task-attending behavior of good and poor readers when engaged in teacher-directed reading instruction and when reading independently. Good readers spent significantly more on-task time involved in contextual reading then poor readers. It is also suggested that good readers are placed in "easy" materials while many poor readers are placed in "difficult" materials for reading instruction, the result being that students in "easy" materials are on-task more often than those in "difficult" materials. Limitations and implications of the study are discussed and recommendations for instructional practice are presented.     

A Study of Teaching and Learning Number Sense for Sixth Grade Students in Taiwan

Two public schools (A and B) from two cities in southern Taiwan were selected to participate in this study. In each school, two sixth grade classes (an experimental and a control class) were studied. Number sense activities were conducted in the experimental classes through process-oriented teaching model to help children develop number sense, while the control classes followed the standard teaching method. Quantitative analyses showed that there were statistically significant differences on group tests in experimental classes for post-test and retention-test as compared with the pre-test at =0.01 level. However, there was no statistically significant difference between pre-test and post-test (pre-test and retention-test) for control classes at =0.01 level. Qualitative data indicated that the changes made by students in the experimental classes were apparent after the instruction and compared with the students in the control classes. There was little change found by students in the control classes after the instructions. These data demonstrated that the teaching of number sense activities is effective and helpful in developing childrens number sense in the experimental classes. Furthermore, the results of retention demonstrated that the students learning is meaningful and significant. Der-Ching Yang: Author for correspondence.     

小学六年级法治教育专册使用几点做法

小学六年级法治教育专册旨在通过专门的法治教育,帮助学生了解法律、学习法律、运用法律维护合法权利,帮助学生初步树立法治观念,逐渐形成法治思维。如何将"法律专册"课程中抽象的、生涩的法律条文,在儿童认知可以接受的思维方式落实,本文从三个方面阐述,即梳理教学内容,普及法治概念;采取多样的教学方法,深化法治理解;组织丰富的实践活动,落实好"法治专册"培养学生法治思维的任务,进而落实思政课立德树人的根本任务。     

Intervening with Struggling Readers in Seventh Grade: Impact Evidence from Six School Districts

Abstract

This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n?=?1,495) or comparison (n?=?4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p?=?.056, g?=?.15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p?=?.015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p?=?.83, g?=?.02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed.     

An Experimental Study of the Effectiveness of Television Versus Classroom Instruction in Sixth Grade Science in the Cincinnati Public Schools, 1956-1957

Abstract

Little is known about attributes of data gathered during a needs assessment procedure. This study involves cooperative K-12 needs assessments conducted by seven rural school districts. Included in the study are estimates of consistency within rater groups, relationships among categories of raters and stability of ratings over time.     

农村地区小学六年级学生科学素养现状调查分析

以河南省三门峡市两个县为例,对农村贫困地区六年级小学生的科学素养现状进行了调查分析.调查结果显示：农村贫困地区小学生的科学素养整体很低、科学课程的三维目标落实十分不全面.这是由于思想上不重视、科学教师专业能力低、缺少探究、科学课时不能保证、科学实验仪器和科学教学用具缺乏、科普读物和科普场所少等原因造成的.     

浅谈小学六年级英语课后分层作业的设计与实施

课后分层作业旨在使小学六年级各层次学生都有适合的作业可做,都有各自的收获,从而提高学习效率。     

“换位思考”在读者服务中的良性效应

从“换位思考”的视角,介绍了开展读者服务工作的经验,并以良好的工作实绩,论证了这种服务模式的有效性。     

上海市配戴助听器的在校生普通话声母清晰度的现状分析

本研究目的在于了解配戴助听器的上海听障在校生的字、句水平的声母清晰度达标情况、难度分析以及错误走向,从而为听障在校生的构音语音障碍治疗提供建议。对3-23岁的64名听障在校生进行字句水平的语音清晰度测试,研究结果表明:1)不同年级段听障在校生之间的声母清晰度差异不显著;2)言语清晰度达到国家一二三四级的比例分别为21.88%、65.63%、7.81%和4.69%;3)听障在校生发音最难的是声母平舌音,其次是边音和卷舌音;4)最典型的声母构音错误为歪曲,其次为替代,相同发音部位不同发音方式的音的替代如sh错误率为43.24%,其中被zh替代的占75%。     

Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru

In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.A preliminary version of this paper received the Research Medal in the category Knowledge, Education andTechnology at the Annual Meeting of the Global Development Network (GDN) in Cairo, in January 2003.     

弗洛姆的性善论及其与孟子性善论的比较

弗洛姆提出,人的本性既不是固定不变的本能欲望的总和,也不是无限可塑的社会文化的影子,而有其固有的特质。人的本性即第一潜能是善的,破坏性是人的第一潜能发展受阻的结果。虽然弗洛姆和孟子都主张性善论,但两者却有着根本的区别:前者把自我意识、自发的爱和自发创造性说成人的本性,是对人的基本精神需要探索的结果,后者把仁、义、礼、智及忠、孝说成是人的本性,迎合了封建统治的需要;前者高扬人的独立自主、爱己爱人、创造性,后者抹煞人的独立自主和创造性,反对爱己爱人,只讲亲亲、敬长;前者要求社会必须满足人的基本精神需要,后者要求人必须服从专制的等级制度。     

初中起始年级良好学习氛围的营造

初一年级的学生有自己的思想和见解,他们可塑性极大.初一年级是小学和中学的过渡年级,该年级是良好学习习惯形成的关键时期,直接决定着一个学生中学学习的成败.因此,初始年级良好学习氛围的营造是至关重要的.文章立足班级管理实际,总结了多年的经验和教训,提出了一些思考和做法.