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An analytical perspective of the neglected majorityLevenhagen, Lynore 01 October 2001 (has links)
No description available.
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The impact of accountability on student response rate in a secondary physical education badminton unitShanklin, Jennifer Rae January 2004 (has links)
The purpose of this study was to examine the impact of giving students specific assessment criteria in the first part of a badminton unit on the response rates of students with various skill levels. This study also investigated whether setting and stating specific assessment criteria in the beginning of an activity unit increased student achievement and learning throughout the course of instruction. Participants of this study consisted of a purposeful sample of 12 female physical education students from an Indiana high school participating in a badminton unit. Data was collected during a 10-day badminton unit on two more-skilled, two average-skilled, and two less-skilled students in each of two classes. One of these classes received specific assessment criteria in the first part of the badminton unit, while the other class received the specific assessment criteria at the end of the same badminton unit. The participants' response rates for each forehand, backhand, overhand, and serve badminton hit attempted were coded as correct successful, incorrect successful, correct unsuccessful, or incorrect unsuccessful. Participant data was graphed, including a 3-day baseline, and compared between the control group and experimental group.Research findings revealed that participants in the experimental group, who received specific assessment criteria in the first part of the badminton unit, had a higher quality of response rates throughout the unit than participants of similar skill level in the control group, who did not receive the specific assessment criteria unit the end of the same unit. The results of this study suggest that student response rates increase throughout a unit when specific assessment criteria is given at the beginning of the unit for students of more-, average-, and less-skill levels. This study concludes that physical educators may increase student achievement and learning throughout an instructional unit by setting and stating specific assessment criteria at the beginning of an instructional unit. Increased student response rates mean greater time spent on task and improved skill development. / School of Physical Education
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On wings of eagles : a look at self-regulation of how high school students manage their learning with a student-centered curriculumHarper, Julia O. L. 21 February 1997 (has links)
The purpose of this qualitative study was to determine how high
school students managed their learning while working within the guidelines
of a student-centered approach to teaching and learning. Data collected
included interviews, questionnaires, participant observations, and Kolbe
Conative Index scores supplied by the school. Seven teachers and forty
students were interviewed. Student interviews were based on Zimmerman's
(1995) self-regulation questionnaire. Teachers were interviewed using the
Survey on Teaching Roles (Woolfolk, 1995).
Analysis of the questionnaire on self-regulation was clustered into four
categories representing Zimmerman's (1995) learning strategies. The open-ended
questions dealt with strengths and weaknesses of the program and
were analyzed for recurring themes. Patterns drawn from these categorized
data sets were then triangulated with the Kolbe Conative Index for
confirmation.
It was concluded that the more productive students used four specific
learning strategies: (1) organizing and transforming information, (2) goal
setting and planning, (3) seeking help from peers, and (4) seeking help from
adults. Less productive students were weak in two or more of these learning
strategies along with one of two action modes as identified on the Kolbe.
Students weak in Fact Finding or Follow Thru as identified by the Kolbe and
that used all four learning strategies covered themselves with having the
skills to learn. These same students talked about a fatigue factor involved in
a student-centered approach. All students shared the importance of knowing
themselves as learners and how that was a process learned over time. They
also talked about the importance of the teacher-student relationship.
Graduates of this program shared the perception that a student-centered
curriculum provided more opportunity to develop the skills necessary for
self-regulation than a traditional high school program. / Graduation date: 1997
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An analysis of solution strategies and processing times in ratio and proportion problems /Gajewski, Stanley. January 1980 (has links)
No description available.
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Assessing psychological changes of gifted students in a residential high school / Title on signature form: Assessing the psychological changes of gifted students in a residential high schoolRollins, Marlon R. 24 July 2010 (has links)
Adolescents’ (N = 272) psychological changes were examined at a residential academy for gifted junior and senior high school students in the Midwest. The School-Based Conception of Giftedness (Coleman & Cross, 2005) was drawn on to understand how school environment influences student development. Quantitative and qualitative research methods were used to inform the study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students’ level of psychological distress over the course of an academic year. Using Latent Growth Curve Model (LGM) analysis, the initial level of distress did not impact how students’ stress levels changed over time. The results indicated a strong negative correlation (r =-.884) between the slope and quadratic change; meaning, the more a students’ level of stress increased the more rapidly they were able to reduce it over time. Overall, the change in stress formed an inverted-U shape, as students adapted to the challenges of the school. Phenomenological interviews were conducted with 9 senior students with a wide range of YOQ-SR scores at the beginning of their junior year. Four categories emerged from the interviews about student experiences at the academy: Psychological Changes, Academic Adjustment, Social Adjustment and Social Comparison. In essence, when participating in the academy, students experienced advanced personal development, improved management skills and developed a sense of readiness for college. / Department of Educational Psychology
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An analysis of solution strategies and processing times in ratio and proportion problems /Gajewski, Stanley January 1980 (has links)
No description available.
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A Study of Behavior Analysis in a Secondary SchoolGeer, Blanche Newby 08 1900 (has links)
The purpose of this investigation is to study a given secondary school with which the investigator is familiar in order to determine as objectively as possible what conditions, relationships, and experiences are exercising unwholesome influences on the youngster's actions, and to determine how the school can provide opportunities for developing social behavior that will make an integrated personality.
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Causes of Maladjustment and Some Remedial MeasuresReeves, Isla Davidson 08 1900 (has links)
The problem in this study is threefold: (1) to discover cases of maladjustment which exist among the students of a certain small high school; (2) to determine as far as possible the causes of these maladjustments, particularly the role of the school as a contributing agent; and (3) to suggest and to apply as far as possible remedial measures.
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Responsibility of the Secondary School for the Social Development of its StudentsBaxter, Billie Otella 08 1900 (has links)
The problem in this study is twofold. First, there will be an attempt to determine the values that organizations in the secondary school have for the development of its students. Second, a survey will be made of the four-year accredited high schools in District Five of Texas to determine how and to what extent they are realizing their responsibilities in this respect.
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The Effect of Group Counseling on Visual Imagery and Selected Personality Factors for Junior and Senior Level High School StudentsMarth, Donald Rudell 08 1900 (has links)
The problem of this study was to measure the effect of group counseling on visual imagery and selected personality factors of junior and senior level secondary school students. The purpose of this study was to determine if perception of visual images changed after group counseling. Also investigated was whether a concomital relationship existed among the perception of visual images and the self-concept, ascendance, and sociability.
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