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Comparing students with mathematics learning disabilities and students with low mathematics achievement in solving mathematics word problemsHartman, Paula Ann, 1953- 28 August 2008 (has links)
This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.
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An analysis of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school studentsGilchrist, Kelvin 26 February 2007 (has links)
The purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. The students were from three Northern Illinois school districts, 174 students from three junior high schools. The study sought to assess the effects on achievement of students who used concept mapping as part of a carefully designed sequence of instructions.
Method and Procedure: Eight intact junior high school technology classes, taught by three instructors, took part in this study. Of the 174 seventh and eighth grade students participating in this study, 87 students were in the treatment groups, and 87 students were in the control groups. The intact groups were formed from two schools with three classes and one school with two classes. Within each school, classes were randomly assigned to be the treatment groups or control groups. The criteria for student selection for the at-risk group were based on (a) students' attendance, (b) students' behavior, (c) personal history, (d) counselor's input, and (e) parent conferences. The at-risk students were identified by a code only known by classroom teachers. The quasiexperimental design used for this study was the pretest-posttest design. A two-way ANCOVA using the pretest scores as a covariate analyzed the posttest scores to determine what effect, if any, distinguished between the instructional methods.
Results: There was one main finding of this study. The benefits of using concept mapping appeared for the at-risk students than for the not at-risk students.
Conclusion: For this junior high school at-risk population, concept mapping during and after instruction led to greater achievement as measured by posttest. / Ed. D.
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Hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool / A support programme for the gifted boy who underachieves in the secondary schoolRoos, Christina Alida 01 1900 (has links)
Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in
die sekondere skool.
Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik
word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram
in die brandpunt van die studie gestel.
Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op
primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is.
Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering
aan die adolessente begaafde seun wat onderpresteer.
Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die
kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle
word in die Akkumulatiewe BINGO-Plantabel vervat.
Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en
ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot
noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the
secondary school
Research shows that more boys than girls experience these problems and consequently their full
potential is not realised. Hence the focus on an effective assistance and support programme.
Literary studies show that many existing support programmes target the primary school pupils
and that South Afiican support programmes are limited.
The aim of the study focuses on assistance to the gifted adolescent boy who underachieves,
through an interdisciplinary team approach.
The two questionnaires facilitate identification of the unique problems and needs of the child
and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for
assistance.
Support is intensive on a one-to-one basis and must be according to orthodidactic and
orthopedagogical principles. Continuous involvement with the educand leads to an accurate
evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)
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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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The Effect of Time on Computer-Assisted Instruction For At-Risk StudentsSalerno, Christopher A. (Christopher Alfred) 12 1900 (has links)
The problem of this study was to determine if the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from other groups of students.
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Hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool / A support programme for the gifted boy who underachieves in the secondary schoolRoos, Christina Alida 01 1900 (has links)
Summaries in Afrikaans and Engish / Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in
die sekondere skool.
Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik
word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram
in die brandpunt van die studie gestel.
Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op
primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is.
Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering
aan die adolessente begaafde seun wat onderpresteer.
Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die
kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle
word in die Akkumulatiewe BINGO-Plantabel vervat.
Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en
ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot
noukeurige evaluering van die leerder, asook van die hulpverleningsprogram / This study deals with a support programme for the gifted boy who underachieves in the
secondary school
Research shows that more boys than girls experience these problems and consequently their full
potential is not realised. Hence the focus on an effective assistance and support programme.
Literary studies show that many existing support programmes target the primary school pupils
and that South Afiican support programmes are limited.
The aim of the study focuses on assistance to the gifted adolescent boy who underachieves,
through an interdisciplinary team approach.
The two questionnaires facilitate identification of the unique problems and needs of the child
and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for
assistance.
Support is intensive on a one-to-one basis and must be according to orthodidactic and
orthopedagogical principles. Continuous involvement with the educand leads to an accurate
evaluation of the learner and the support programme. / Educational Studies / M. Ed. (Orthopedagogiek)
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Krities-opvoedkundige ondersoek na die akademiese onderprestasie van afstandsonderrigstudente aan die Universiteit Vista / A critical educational investigation of academic underachievement of distance teaching students at Vista UniversityLombard, Ellen 11 1900 (has links)
Akademiese onderprestasie van universiteitstudente bly 'n aktuele vraagstuk en dit wil voorkom asof
'n oplossing in die verband navorsers steeds ontwyk. In die onderhawige studie is daar by wyse van
'n omvattende literatuurstudie, asook 'n empiriese ondersoek, aangetoon wat die aard en omvang
van die onderprestasieproblematiek op tersiere vlak is. Hierdie proefskrif illustreer teenswoordige
afstandsonderrigpraktyke, die aard en struktuur van VUDEC as afstandsonderriginstansie en 'n
verskeidenheid faktore wat akademiese prestasie be'invloed.
Die diversiteit en kulturele relatiwiteit van kennis, asook die wye interpretasiemoontlikhede van teks,
veroorsaak 'n radikale probleem wat onderrig in Suid-Afrika, 'n land met 'n verskeidenheid kulture
en gevolglike leerinhoudmoontlikhede, betref Die invloed van postmodemisme word toenemend
in verskillende vakke waargeneem, maar onderrig in hierdie land is steeds hoofsaaklik in die sfeer
van die modemistiese paradigma gelee.
Die kritiese teorie van Habermas, wat modemisme be!nvloed het, bevraagteken realiteit, sowel as
die geldigheidskriteria wat legitimiteit aan inhoud moet gee. Die hipotese wat gestel word,
veronderstel dat die hoe onderprestasiesyfers in afstandsonderrig moontlik toegeskryf kan word aan
die veronderstelling dat die meerderheid afstandsonderrigstudente 'n sosio-konstruktivistiese
denkraamwerk het, terwyl afstandsonderrig steeds hoofsaaklik positivisties is.
Die navorser stel die postmodemistiese paradigma as moontlike oplossing voor. Modemistiese
onderrig moet nie totaal afgeskaf word nie, maar moet verbeter word deur noodsaaklike veranderings
en aanpassings te maak ten opsigte van onderliggende persepsies van kurrikuluminhoud,
onderrig- en evalueringsisteme en die implementering hiervan. Tradisioneel dosentgesentreerde en
statisties gedefinieerde onderrig en evaluering moet met onderrigstrategiee vervang word wat
gedeelde verantwoordelikheid vir prestasie nastreef en waar minder klem op die onderwerping van
individue aan inhoudsgebonde onderrigpraktyke geplaas word.
'n Paradigmaverskuiwing na 'n postmodernistiese paradigma sal die weg vir afstandsonderriginstansies
baan om betertoegeruste leerders die wereld en toekoms in te stuur, deur 'n basis vir die
bereiking van voortreflikheid in en deur onderrig te bewerkstellig. / Academic underachievement at university level remains a topic of current interest and concern.
Despite unceasing efforts to combat student wastage, a solution in this regard appears to evade
researchers. In the present study an extensive literature study as well as an empirical investigation
was undertaken to shed light on the nature and extent of the problem. This thesis illustrates present
teaching practices, the structure and nature of VUDEC as a distance teaching institution, and a
variety of factors that influence academic achievement.
The diversity and cultural relativity of knowledge and the wide range of interpretative possibilities
of texts, cause a radical problem with regard to teaching in South Africa, which embraces a wide
range of cultures and learning contents. The influence of postmodernism has increasingly been
observed in different subjects, but teaching in this country is still largely located in the sphere of the
modernist paradigm.
The critical theory ofHabermas which influenced modernism, questions reality as well as the criteria
of validity which legitimize content. The hypothesis stated is based on the assumption that the high
dropout rate in distance education may be attributed to the fact that many distance learners work
within a socio-constuctivist paradigm of thinking, while teaching by distance educators is positivist
in nature.
The author holds up the postmodern paradigm as a possible corrective. The project of modernist
teaching should not be totally suspended, but should be improved by introducing essential adjustments
and changes in terms of underlying perceptions with regard to curriculum content, teaching
and evaluation systems, and the implementation of these. Traditional teacher-centred and
statistically defined teaching and assessment must be replaced by teaching strategies which
accomodate the shared responsibility of achievement, placing less emphasis on the subjection of
individuals to content-bound teaching practices.
The shift towards a postmodern paradigm will pave the way for distance teaching institutions to send
better-equipped learners into the world and into the future by creating a basis for the achievement
of excellence in and through education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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"An achievable dream": a program for at risk elementary school students in Newport News, VirginiaMaida, Vikki Y. 26 October 2005 (has links)
The purpose of this study was to determine the effectiveness of "An Achievable Dream" (AAD), a program developed for at risk elementary students in Newport News, Virginia, in improving academic achievenlent, self concept, and school attendance. One hundred rising fourth grade students were identified in 1992 to participate in the pilot year of this program. Eighty-four students completed the entire year and were included in this study.
A review of effective programs currently operating throughout the country examined other programs with similar goals. A case study detailed the history of the program, the adaptations made since the program's inception, and a summary of baseline data on the students. A program evaluation validated the structure of AAD, assessed the impact of AAD as it related to achieving the stated goals, and served as the foundation for a decision model for program continuation. Data was obtained through individual interviews, a review of written program materials, attendance records, and from individual student scores on the Iowa Test of Basic Skills (ITBS) reading comprehension subtest, the Degrees of Reading Power (DRP), and the Piers-Harris Children's Self Concept Scale (PHCSCS).
All AAD program components were validated except student selection procedures. Many students were selected for inclusion into the program who did not fit the criteria for selection. Results of the evaluation showed little change in school attendance patterns and a decline in reading achievement percentile scores on both the ITBS and the DRP. Scores on the PHCSCS indicated that the majority of the students had an average to above average self concept. The decision model for program continuation included recommendations for consideration in program continuation. / Ed. D.
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香港初中學生的中文閱讀理解硏究: 成績落後學生的閱讀問題及認知策略敎學的成效 = Chinese reading comprehension of Hong Kong secondary students : low achievers' reading problems and the effects of cognitive strategy instruction. / 成績落後學生的閱讀問題及認知策略敎學的成效 / Chinese reading comprehension of Hong Kong secondary students, low achievers' reading problems and the effects of cognitive strategy instruction / Low achievers' reading problems and the effects of cognitive strategy instruction / Chinese reading comprehension of Hong Kong secondary students low achievers' reading problems and the effects of cognitive strategy instruction (Chinese text) / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Xianggang chu zhong xue sheng de Zhong wen yue du li jie yan jiu: cheng ji luo hou xue sheng de yue du wen ti ji ren zhi ce lüe jiao xue de cheng xiao = Chinese reading comprehension of Hong Kong secondary students : low achievers' reading problems and the effects of cognitive strategy instruction. / Cheng ji luo hou xue sheng de yue du wen ti ji ren zhi ce lüe jiao xue de cheng xiaoJanuary 2002 (has links)
劉潔玲. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 308-329). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Liu Jieling. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 308-329).
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Emergence of the practical schools: provisionof alternative education for unmotivated studentsKwong, Hung-piu., 鄺熊標. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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