No description available.

The problem herein undertaken is to compare the educational growth and personal characteristics of children from broken homes with those of children from normal homes. Plans were made to carry out the study described herein. If the broken home had any effect, could it be determined and measured in such a manner as to draw reasonable conclusions? An investigation was made to determine the effect, if any, which the broken home was having on the children in the school.

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-04, page: 2099. Advisers: Robert E. Roberts; Christine Markham. Includes bibliographical references.

This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.

本研究主要依據建構主義理論基礎，在一般教學和學習理論基礎上建構所謂的「建構主義取向的教學方法」。為探討建構取向教學法在數學學習成效的效果，乃選取國中一年級兩個班為研究對象，進行為期兩個月的教學實驗，以進行實地的建構取向教學與傳統教學之比較，並對學生在教學前後與其間所填答的問卷或資料進行分析，本研究所採的研究工具計有：(一)數學段考考卷；(二)數學學習成就測驗；(三)國中新生數學能力測驗；(四)數學學習經驗量表；(五)學習日記表格；(六)數學學習回饋問卷。使用的資料分析方法有：(一)獨立樣本單因子共變數分析；(二)質的分析。精分析結果如下： 一、建議教學組的學生與傳統教學組的學生在數學段考成績無顯著差異存在。 二、建構教學組的學生與傳統教學組的學生在數學學習成就測驗後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 三、建構教學組的學生與傳統教學組的學生在數學焦慮量表後測得分無顯著差異存在。 四、建構教學組的學生與傳統教學組的學生在數學動機信念量表後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 五、建構教學組的學生與傳統教學組的學生在班級氣氛量表後測得分有顯著差異存在。且建構教學組顯著優於傳統教學組。 六、建構教學組的學生與傳統教學組的學生在民主溝通態度量表後測得分無顯著差異存在。 七、由接受建議教學法的學生的數學學習回饋問卷與學習日記上可發現多數學生對建議教學持正面肯定的態度。 本研究針對上述發現加以討論，並對數學教學、行政措施與未來研究提出若干建議以供參考。 / The experiment on math achievement of the seventh grade students - the constructvist approach

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This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency of 10 or more days in each semester. Reasons given for some absences were bereavement for four students (7%) and suspensions for 10 students (18%). Eight out of these 10 students (80%) declined in their grades from the first semester to the second semester. Overall, 33 students (60%) declined in their grades from the first semester to the second semester regardless. Findings related to grades looked at the number of Fs over the two semesters of the seventh-grade school year and at the number of Fs earned in each course. Forty-four students (80%) earned at least one F either semester. Language Arts was the highest failed academic class second semester, with 32 out of 55 students (58%), and Computer Applications was the highest failed elective class for 5 out of 9 students (56%) who took this class second semester. Other findings related to grades were that 0 students (0%) failed only the elective, and only 2 students (4%) failed Physical Education. Additional findings through cluster analysis revealed a connection between failing an elective in combination with failing Language Arts: 81.8% first semester (9 out of 11 students) and 83.3% second semester (5 out of 6 students). Using a cross-tabulation, the highest pattern between the two semesters was for 10 students of the overall 55 (18%) with no Fs both semesters, and the second-highest pattern was for 6 students (11%) with no Fs first semester and 1 F second semester.

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