Relevant bibliographies by topics / 9-year-old students

Academic literature on the topic '9-year-old students'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "9-year-old students"

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Burak Ozdemir, Melih, Senem Gurkan, and Yashar Barut. "9-11 Year Old Students’ Perception of Violence Reflected in Their Drawings." Khazar Journal of Humanities and Social Sciences 21, no. 2 (July 2018): 50–65. http://dx.doi.org/10.5782/2223-2621.2018.21.2.50.

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Violence, which can be defined as any threat towards the physical and psychological integrity of a human being, can result in fear, anxiety and severe behavior problems on children, whether exposed or witnessed. In this study, it is planned to achieve children’s perception of violence expressed by drawing and obtaining data in this way. In this study, the type of violence children portray in their drawings, how they determine to portray characteristics who perpetrate violence and are exposed to it as well as how is applied are analyzed. To measure how children perceive the violence, they were asked to draw a picture describing the ones who use violence and the ones who are exposed to violence. The pictures, drawn by children who participated in the study, were examined from a semantic perspective and content analysis method was adopted on the pictures. The research was conducted in Samsun province in the middle socio-economic level, with total of 53 students, 27 girls and 26 boys between the ages of 9-11 who were randomly selected representing two schools. Drawings were examined according to the issues they portrayed and then, semantic and content analysis was applied. In the children’s drawings, it is shown that the violence of adults is reflected more. These findings indicate that child to child violence, domestic violence, war, adult to child violence, adults to animal violence and terrorism is portrayed respectively. Generally, males are portrayed in the drawings. Drawn illustrations show that children are aware of the growing violence in their environmental. Raising the children in nonviolent social environment seems important for their healthy development. We can say that drawing, which is a simple tool for exploring the children’s inner world, can be used by all professionals responsible for children education.
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Zarabadipour, Mahdieh, Mehrnaz Makhlooghi Sari, Alireza Moghadam, Benyamin Kazemi, and Monirsadat Mirzadeh. "Effects of Educational Intervention on Dental Plaque Index in 9-Year-Old Children." International Journal of Dentistry 2022 (October 25, 2022): 1–4. http://dx.doi.org/10.1155/2022/7339243.

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Background and Aim. Oral hygiene is a quintessential part of our health. Effective oral hygiene training should be commenced from early childhood, and if completed, yields positive results in children. The aim of this study was to evaluate the effects of oral hygiene training on dental plaque index in 9-year-old children of Qazvin city, Iran. Methods. 119 students of third-grade elementary (65 girls and 54 boys) from government and private schools of Qazvin city participated. The dental plaque index of every participant was primarily recorded by Silness and Loe method. Students were trained by a dental student by face-to-face method, and after 2 weeks, dental plaque indices were recorded again for every individual. After index recording and coding, data analysis was done using SPSS version 21. Results. Results showed that the dental plaque index was statistically significantly different before and after training ( p < 0.001 ). Conclusion. Based on the results of this study, students’ motivation in addition to proper training, can have a significant impact on oral and dental health. Furthermore, this study shows that face-to-face training along with involving the individual in training and learning was seen as quite helpful.
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Yong, Flordeliza, Hee-Kit Wong, and Khuan-Yew Chow. "Prevalence of Adolescent Idiopathic Scoliosis among Female School Children in Singapore." Annals of the Academy of Medicine, Singapore 38, no. 12 (December 15, 2009): 1056–63. http://dx.doi.org/10.47102/annals-acadmedsg.v38n12p1056.

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Introduction: Screening for scoliosis started in Singapore schools in 1982 and is currently being done for both boys and girls, as part of the annual school-based health screening programme in all primary and secondary schools. The screening levels in the current protocol were based on the 1997 prevalence study by Wong et al. In the study, it appeared that there was a significant increase in prevalence rates between 9- and 11-year-old girls (i.e. between Primary 4 and Primary 6) but there was no data on the prevalence rates of scoliosis in 10-year-old girls (Primary 5) and in 12-year-old girls (Secondary 1). In order to decide on whether to make changes to the screening levels, a review was conducted to determine the prevalence of scoliosis among the 10-year-old girls (in Primary 5) and 12-year-old girls (in Secondary 1). Materials and Methods: A total of 93,626 female students, aged between 9 and 13 years old were screened. The study covered all of the 183 primary schools and only 83 of the 165 secondary schools due to a disruption of health screening in schools during the outbreak of SARS (severe acute respiratory syndrome). In mid-2003, schools in Singapore were closed because Singapore was one of the countries af-fected by SARS. Scoliosis screening was done for all female students in the Primary 4, 5 and 6 levels as well as in the Secondary 1 and 2 levels. Male students were routinely screened for scoliosis in the Primary 6 and Secondary 2 levels. Scoliosis screening was done by measuring the angle of trunk rotation (ATR) using a scoliometer. All students with ATR ≥5° were referred to the Student Health Centre (SHC) where second-tier screening was done. At SHC, if ATR ≥5°, postero-anterior radiograph of the spine was done. Of the 3186 female students in the primary level, aged between 9 and 13 years old who were referred to SHC for the second-tier screen-ing, 2438 attended, and for secondary students aged between 12 and 13 years old, 1587 out of 1720 students attended. Results: The prevalence rates of idiopathic adolescent scoliosis for the 9- to 13-year-old female students were 0.27%, 0.64%, 1.58%, 2.22% and 2.49%, respectively, which showed an increasing trend in the prevalence rates with increasing age. There was a significant increase in the prevalence rates of adolescent idiopathic scoliosis (AIS) in the 10- to 11-year-old females compared to the 9-year-old females (OR, 1.7; 95% CI, 1.1-2.4; P = 0.010). There was also a significant increase in the prevalence rates in the 12- to 13-year-old females (OR, 2.2; 95% CI, 1.4-3.3; P = 0.001). Conclusions: The study showed a significant increase in the prevalence rates of scoliosis in the 10- to 11-year-old female students and again a significant increase in the prevalence rates in the 12- to 13-year-old female students. Since the prevalence rate for the 9-year-old females was quite low (0.27%), and there was a significant increase in the prevalence rates in the 10- to 11-year-old and 12- to 13-year-old females, it was recommended that screening for females be performed every year commencing at 10 years old (Primary 5) until 13 years old (Secondary 2).
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Landerl, Karin, Anna Bevan, and Brian Butterworth. "Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students." Cognition 93, no. 2 (September 2004): 99–125. http://dx.doi.org/10.1016/j.cognition.2003.11.004.

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Raninen, Jonas, Michael Livingston, Mats Ramstedt, Martina Zetterqvist, Peter Larm, and Johan Svensson. "17 Is the New 15: Changing Alcohol Consumption among Swedish Youth." International Journal of Environmental Research and Public Health 19, no. 3 (January 31, 2022): 1645. http://dx.doi.org/10.3390/ijerph19031645.

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To examine and compare trends in drinking prevalence in nationally representative samples of Swedish 9th and 11th grade students between 2000 and 2018. A further aim is to compare drinking behaviours in the two age groups during years with similar drinking prevalence. Data were drawn from annual surveys of a nationally representative sample of students in year 9 (15–16 years old) and year 11 (17–18 years old). The data covered 19 years for year 9 and 16 years for year 11. Two reference years where the prevalence of drinking was similar were extracted for further comparison, 2018 for year 11 (n = 4878) and 2005 for year 9 (n = 5423). The reference years were compared with regard to the volume of drinking, heavy episodic drinking, having had an accident and quarrelling while drunk. The prevalence of drinking declined in both age groups during the study period. The rate of decline was somewhat higher among year 9 students. In 2018, the prevalence of drinking was the same for year 11 students as it was for year 9 students in 2005. The volume of drinking was lower among year 11 students in 2018 than year 9 students in 2005. No differences were observed for heavy episodic drinking. The decline in drinking has caused a displacement of consumption so that today’s 17–18-year-olds have a similar drinking behaviour to what 15–16-year-olds had in 2005.
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Kowalik-Paluch, Katarzyna. "Nature in Metaphors as a Manifestation of the Creativity of 9-Year-Old Students. Research Reports." Prima Educatione 3 (February 10, 2020): 73. http://dx.doi.org/10.17951/pe.2019.3.73-86.

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<p>Celem artykułu było ukazanie przyrody w wypowiedziach metaforycznych uczniów w wieku 9 lat. Jako metody badawcze zastosowano narracje oraz wywiad narracyjny. Prezentowane wyniki badań są częścią większego projektu badawczego przeprowadzonego na potrzeby rozprawy doktorskiej pt. „Doświadczanie wartości estetycznych w kontakcie z przyrodą uczniów kończących edukację wczesnoszkolną”. Metafory tworzone przez dziecko są przejawem kreatywności, bogatej wyobraźni i swobody posługiwania się językiem. Metafora jest niejako symbolem „przejścia” między światem rzeczywistym a indywidualnym światem wyobraźni dziecka. W artykule przedstawiono fragmenty narracji badanych uczniów ukazujące ich możliwości metaforyczne wykorzystane do opisu przyrody i doświadczeń przyrodniczych.</p>
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Roche, James W. "Reader Reflections." Mathematics Teacher 90, no. 9 (December 1997): 691–767. http://dx.doi.org/10.5951/mt.90.9.0691.

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Zayneev, M. M., R. G. Biktemirova, A. V. Krylova, O. P. Martyanov, and T. L. Zefirov. "The effect of dosed isometric exercise on the respiratory system parameters change in second grade male students." Kazan medical journal 94, no. 4 (December 15, 2013): 496–500. http://dx.doi.org/10.17816/kmj1957.

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Aim. To study the respiratory system adaptive reactions to dosed isometric load in 9 years old boys during the academic year. Methods. Pulmonary function parameters change at rest and their response to isometric load were measured repeatedly in 38 second grade male students during the academic year (October, February, May). An automated cardiopulmonologic AD-03M complex was used to perform the pulmonary tests. The dosed isometric load was applied using a hand-held dynamometer at 50% from maximal grip strength within a minute. Correlation analysis of the measured parameters was performed. Statistical analysis was performed using Student’s t-test. Results. The comparative analysis of the respiratory system parameters in 9 years old boys during the academic year showed the increase in pulmonary volumes and lung function at rest. Dosed isometric load caused decrease in lung function tests and lung function reserves. An increased reactivity and decreased profitability of pulmonary system reactions was observed in 9 years old boys by the end of the second school year as a response to isometric load. Conclusion. The respiratory system of second grade male students is not well adapted for isometric load leading to its over-functioning at the end of the academic year.
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Littlecott, Hannah J., Graham F. Moore, Laurence Moore, Ronan A. Lyons, and Simon Murphy. "Association between breakfast consumption and educational outcomes in 9–11-year-old children." Public Health Nutrition 19, no. 9 (September 28, 2015): 1575–82. http://dx.doi.org/10.1017/s1368980015002669.

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AbstractObjectiveBreakfast consumption has been consistently associated with health outcomes and cognitive functioning in schoolchildren. Evidence of direct links with educational outcomes remains equivocal. We aimed to examine the link between breakfast consumption in 9–11-year-old children and educational outcomes obtained 6–18 months later.DesignData on individual-level free school meal entitlement and educational outcomes (Statutory Assessment Tests (SATs) at Key Stage 2) were obtained via the SAIL databank and linked to earlier data collected on breakfast consumption. Multilevel modelling assessed associations between breakfast consumption and SATs.SettingTrial of the Primary School Free Breakfast Initiative in Wales.SubjectsYear 5 and 6 students, n 3093 (baseline) and n 3055 (follow-up).ResultsSignificant associations were found between all dietary behaviours and better performance in SATs, adjusted for gender and individual- and school-level free school meal entitlement (OR=1·95; CI 1·58, 2·40 for breakfast, OR=1·08; CI 1·04, 1·13 for healthy breakfast items). No association was observed between number of unhealthy breakfast items consumed and educational performance. Association of breakfast consumption with educational performance was stronger where the measure of breakfast consumption was more proximal to SATs tests (OR=2·02 measured 6 months prior to SATs, OR=1·61 measured 18 months prior).ConclusionsSignificant positive associations between self-reported breakfast consumption and educational outcomes were observed. Future research should aim to explore the mechanisms by which breakfast consumption and educational outcomes are linked, and understand how to promote breakfast consumption among schoolchildren. Communicating findings of educational benefits to schools may help to enhance buy-in to efforts to improve health behaviours of pupils.
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Fitria, Nila, and Atria Farastiwi. "Efforts to Improve English Speaking Ability of Five to Six-Years-Old Bilingual School Students Through Hand Puppet Media." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 4, no. 1 (May 20, 2021): 47–59. http://dx.doi.org/10.24042/ajipaud.v4i1.8340.

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This classroom action research was motivated by the five to six-year-old students’ low English speaking ability in bilingual schools, especially in pronouncing, adding vocabulary, and forming sentences. This research aims to improve the English language skills of five to six-year-old students using hand puppets. This research was conducted from April 9 to May 4, 2018, at the TK IT Al Ikhlas Islamic Bilingual School by employing Kemmis's and Mc Taggart’s model in two cycles with three meetings each. The subjects of this research consisted of twelve students (seven males and five females). Based on the research results, there was an increase in English language skills through hand puppet media. In conclusion, the factors affecting students’ English speaking skills are familiar vocabulary, clear and easy to imitate teacher's pronunciation, exciting and varied media, and opportunities for them to use hand puppets while imitating the teacher. The researchers concluded that the hand puppet media could improve the five to six-year-old students' language skills.
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Dissertations / Theses on the topic "9-year-old students"

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O'Shea, Amanda Jane. "Exploring the black box : a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709287.

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Alexander, Thomas E. "A Study To Examine The Effects Of Computers And Traditional Teaching Methods On 9-11 Year Old Students Learning To Add And Subtract Fractions." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/386.

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The mathematics scores of primary school students in Virgin Gorda, as indicated by national tests, have shown that their basic mathematics skills are poor. The purpose of this study was to identify teaching strategies that could help improve mathematics scores. This study was designed to examine the effects of three teaching strategies on the scores and self-concept of 9-11 year-old students learning to add and subtract fractions. These strategies were the use of traditional methods, the use of the computer as a tutor, and the use of a combination of computers and traditional methods to teach addition and subtraction of fractions. Forty students participated in the study. They were divided into three treatment groups and one control group. Each treatment group was taught addition and subtraction of fractions using one of the teaching strategies for ten weeks. Students were tested before treatment, immediately after the treatment, and two months after treatment. The test instruments were teacher-made tests on fractions and the Self-Perception Profile for Children. The results showed no significant difference in mean scores between the treatment groups on the fraction test immediately after treatment. However, when gender was considered, there was a significant difference between means of the boys and girls within the group taught by traditional methods. There was also a significant difference between the means of boys and girls within the group taught by computers. The boys in the combined traditional and computer group had a mean that was higher than boys in the other two groups. All the treatment groups had significantly higher mean scores than they had before treatment. The control group however showed no significant change. The use of computers resulted in improved self-concept. Students who were taught using computer tutorials or tutorials in combination with traditional methods had higher self-concept mean scores than students who were taught only by traditional methods. Two months after the treatment, students' mean scores on the fraction test were significantly lower for the traditional and computer groups than they had been immediately after treatment. There was no significant difference in mean scores for students in the combined group. These findings suggested that the use of computers (CAl) was as effective as traditional teaching methods and helped students to be more positive about themselves. In addition, computers, when used together with traditional methods appear to be useful in improving the scores of boys. Further, the combined use of computers and traditional methods was effective in helping students retain material. The study indicates that if the use of computers in the classroom is carefully planned, then CAl can help to improve the mathematics scores of students in the British Virgin Islands. However, the computers should be used by teachers trained in their use and the classes should be evaluated regularly.
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Jansson, Anna. "The impact of age and gender with respect to general joint laxity, shoulder joint laxity and rotation : a study of 9, 12, and 15 year old students /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-323-x/.

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FU, SU-YUAN, and 傅淑媛. "International Comparisons of Science Learning Achievements by 9-year-old students from Taiwan and Europe: The Case of TIMSS 2003 Database." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/56761287532357182067.

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碩士
國立臺北教育大學
教育行政碩士在職進修專班
96
This research used the TIMSS 2003 database to conduct a secondary analysis and perform international comparisons of science learning achievements by 9-year-old students of Taiwan and Europe. Additionally, this study adopted Walberg’s science learning achievement model to understand interactions among student dimensions, teaching dimensions, and psychological environmental dimensions in science learning achievements. Research findings show that eight interactions of student dimensions, four interactions of teaching dimensions, and 14 interactions of psychological environmental dimensions are statistically significant in Taiwan and different European countries. Research results support the empirical value of Walberg’s science learning achievement model in science learning achievements of the 9-year-old students of Taiwan and Europe. Also, results provide important theoretical and practical points of reference for Taiwan’s science education.
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(14042411), Danielle M. B. Helbers. "Examination of low scoring nine year old respondents in the IEA reading literacy study from English speaking countries." Thesis, 2003. https://figshare.com/articles/thesis/Examination_of_low_scoring_nine_year_old_respondents_in_the_IEA_reading_literacy_study_from_English_speaking_countries/21454098.

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The reading literacy study, conducted in 1990/91 by the International Association for the Evaluation of Educational Achievement (IEA), measured the performance of 9 year old students from 27 countries across the world. Until now, no specific analyses of the low scoring students has been undertaken. The aim of this secondary analysis of lEA reading literacy data was to examine the following question:

  • What factors operate to influence the identification of low scores in reading literacy within and between identifiable cultural categories?

Low scoring students were included when their scores fell below 100 rasch points (approximately 2.5 years) below their respective country mean. English speaking countries included in the analysis, all of which have historical ties to England, were Canada, New Zealand, Trinidad and Tobago, and the United States. Low scoring sample sizes exceeded 12% of their respective total sample. Typical differences featured when the background qualities of students (i.e. sex, language background, wealth) in the low scoring and respective country samples were compared.

To examine the reading factors influencing low scores, the models of reading proposed by the lEA were tested across and within low scoring country and international data sets. Through conducting principal components analyses (PCA), it was found that the text and skills based models proposed by the lEA were not supported. New models of reading for each data set were devised and saved for further multivariate analyses. The factors of the newly theorized reading literacy constructs are concerning with poor fitting data, though similar patterns are found across the data sets. These results indicate that the variables in the reading test examined other skills, knowledge and experiences.

Procedures of MANCOVA or MANOVA were applied to each data set to facilitate identification of significant personal background factors (independent variables) on the saved component scores (dependent variables). The reading behaviour constructs (Reading in Class, Voluntary Reading, Home Literacy Interaction) devised by the lEA were included as covariates following respecification using PCA where appropriate. A socio-economic construct was devised for each country using PCA and was included as another covariate. Canada was the only country to have no significant covariates, and so, a straight MANOVA was applied.

Socioeconomic status predicted student performance in all countries except Canada. Home Literacy Interaction predicted performance on one component in the United States and Internationally. Low scoring boys obtained higher scores than the girls on items with a mathematical component, and girls tended to obtain higher scores when information was presented in a narrative or literal form. Where significant differences feature, native English speaking students consistently out perform non-native speakers. Questions are raised about traditional cognitive views of reading comprehension and standardized testing. Evidence accumulated throughout the thesis lends credence for explanations of reading literacy favouring sociocultural viewpoints.

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Books on the topic "9-year-old students"

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International assessment of educational progress in mathematics and science of 9- and 13-year-old students, March 1991: Preliminary report, February 1992. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1992.

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Bogtrotter, Cameron. Notebook: Sunshine since 1975 45Th Birthday Gift 45 Year Old Sunflower Back to School Composition Book for Teachers Students Kids and Teens Size 6 X 9 120 Pages. Independently Published, 2020.

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Bogtrotter, Cameron. Notebook: Vintage Floss Dance 2012 8Th Birthday Gift for 8 Year Old Back to School Composition Book for Teachers Students Kids and Teens Size 6 X 9 120 Pages. Independently Published, 2020.

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CANTRELL, Robin. Notebook: Straight Outta January 2007 Retro 13 Year Old 13Th Birthday Cute Lined Journal for Students Kids and Teens for Writing and Notes 6 X 9 in Made in USA. Independently Published, 2020.

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CANTRELL, Robin. Notebook: January 1966 54Th Birthday Gift 54 Year Old Men Women Cute Lined Journal for Students Kids and Teens for Writing and Notes 6 X 9 in Made in USA. Independently Published, 2020.

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ism, atman. I'm Just a 9 Year Old Boy Who Loves Soccer: Perfect Birthday Gift for Boys, Son, Kids, Students Boys for School. Cute Soccer Lovers Gift for ,Size 6x9, Matte Finish. Independently Published, 2022.

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HARRETT, Sterling. Notebook: 9 Year Old Gifts Legend since February 2011 9Th Birthday Left Handed Gifts Composition Book Notebook Journal Lined Paper Cactus Novelty Present Birthday Christmas College Ruled Lined Paper Notebook for Students 6 X 9 in 120 Page. Independently Published, 2020.

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MACY, Jerry. Notebook: Legend since 2005 15Th Birthday Gift 15 Year Old Hippie Composition Notebook College Ruled Notebook for Teens Kids Students Girls for Home School College for Writing Notes Size 6 X 9 in 120 Pages. Independently Published, 2020.

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MACY, Jerry. Notebook: Vintage January 1920 100 Year Old Gift Retro Cassette Tape Composition Notebook College Ruled Notebook for Teens Kids Students Girls for Home School College for Writing Notes Size 6 X 9 in 120 Pages. Independently Published, 2020.

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HARRETT, Sterling. Notebook: Fun Epic since February 2002 18Th Birthday Gift 18 Year Old Left Handed Gifts Composition Book Notebook Journal Lined Paper Cactus Novelty Present Birthday Christmas College Ruled Lined Paper Notebook for Students 6 X 9 in 120 Page. Independently Published, 2020.

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Book chapters on the topic "9-year-old students"

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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Reading, Writing, and Literacy." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0013.

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Language is an essential component of normal development and a means for discovering the world. As we have seen, however, deaf children frequently do not have full access to communication until they have passed the most important ages for language acquisition. Parents and educators of young deaf students thus often struggle to find a balance between fostering effective early communication skills, which research has shown is usually best achieved through sign language, and the provision of English skills needed for literacy and academic success. Despite decades of concerted effort, most deaf children progress at only a fraction of the rate of hearing peers in learning to read. Current data indicate that, on average, 18-year-old deaf students leaving high school have reached only a fourth to sixth grade level in reading skills. Only about 3 percent of those 18 year olds read at the same level as the average 18- year-old hearing reader, and more than 30 percent of deaf students leave school functionally illiterate (Traxler, 2000; Kelly, 1995; Waters & Doehring, 1990). At the same time, there are clearly many deaf adults and children who are excellent readers and excellent writers. How can we account for these differences? What are the implications for educators developing English curricula for deaf students? To answer these questions, we first need to consider what is meant by literacy—that is, what is it we are asking students to acquire? Then, we have to understand how deaf students read, at both descriptive and procedural levels. In this chap ter, we consider only literacy relating to print materials (reading and writing); other possibilities will be considered in chapter 9. But is the question whether deaf students read well enough to fulfill the needs and expectations of their teachers? Is it important to know how well various subgroups of deaf learners read compared to each other? Or, do we want to know how well deaf students read, as a group, compared to hearing students of the same age?
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Falloon, Garry. "Student Engagement with Technology." In Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education, 231–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-074-3.ch020.

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This chapter explores significant findings from a two-year study of 9 and 10 year old students working in a technology-rich classroom in the northern region of New Zealand. It specifically reports on outcomes relating to the nature of student engagement with learning tasks while using the technology, and poses some questions about the nature of this learning, and how it occurred. Using a case study methodology, the research utilized innovative screen recording software that allowed for authentic data to be collected about student work processes and interactions, as they navigated their way through learning tasks using the technologies at their disposal. Findings indicate that while student engagement and what appeared to be ‘on task’ behaviors were high, this was often not focused towards meeting planned learning outcomes, and that while the technology was a valuable resource to support the learning of more capable and independent students, others struggled to gain any significant learning benefit from its availability.
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Wajskop, Gisela. "Are Teaching Practices Suitable for Classes of Six-Year-Old Children?" In Handbook of Research on Effective Communication in Culturally Diverse Classrooms, 183–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch009.

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The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.
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Kleanthous, Irene, and Maria Meletiou-Mavrotheris. "A Case Study of Primary School Students' Use of a Dynamic Statistics Software Package for Analyzing and Interpreting Data." In Cases on Technology Integration in Mathematics Education, 24–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch002.

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This chapter explores the potential of dynamic statistics software for supporting the teaching and learning of the Common Core Standards for Mathematics. It shares the experiences from a teaching experiment that implemented a data-driven approach to mathematics instruction using the dynamic data-visualization software InspireData© (Hancock, 2006), an educational package specifically designed to meet the learning needs of students in the middle and high school grades (Grades 4-12). We report on how a group of Grade 4 (about 9-year-old) students used the affordances provided by the dynamic learning environment to gather, analyze, and interpret data, and to draw data-based conclusions and inferences. The role of the technological tool in scaffolding and extending these young students' stochastical and mathematical reasoning is discussed.
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Kleanthous, Irene, and Maria Meletiou-Mavrotheris. "Early Statistical Reasoning." In K-12 STEM Education, 359–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch018.

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This paper explores the potential of dynamic statistics software for supporting the early teaching and learning of statistical and probabilistic concepts integrated within the mathematics curriculum. It shares the experiences from a case study that implemented a data-driven approach to mathematics instruction using the dynamic data-visualization software InspireData©, an educational package specifically designed to meet the learning needs of students in the middle and high school grades (Grades 4-12). The authors report on how a group of fourteen (n=14) Grade 4 (about 9-year-old) students used the affordances provided by the dynamic learning environment to gather, analyze, and interpret data, and to draw data-based conclusions and inferences. Findings from the study support the view that mathematics instruction can promote the development of learners' statistical reasoning at an early age, through an informal, data-based approach. They also suggest that the use of dynamic statistics software has the potential to enhance statistics instruction by scaffolding and extending young students' stochastical and mathematical reasoning.
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Konert, Johannes, Michael Gutjahr, Stefan Göbel, and Ralf Steinmetz. "Modeling the Player." In Gamification, 668–82. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch033.

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For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Silverman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games, it is always a challenge to assess one player's profile characteristics properly in all three models (player/learner/personality). To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-FFI). A study was conducted in spring 2012 with six school classes of grade 9 (12-14 year old students) in two different secondary schools in Germany. 74 students participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results statistics and correlations among the models as well as the interdependencies with the student's level of proficiency and their social connectedness. In conclusion, the evaluation (correlation and regression analyses) proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle's model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this studies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (playing) and learn flow (learning) is still necessary.
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Rodden, John G. "Leipzig, 1993 Of Sport, State, and Stasi: Socialism with an Un-Beautiful Face." In Repainting the Little Red Schoolhouse. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195112443.003.0018.

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Back again in the so-called Heldenstadt (city of heroes), as the faded bumper stickers on a few cars remind me. Is the word now tinged with irony? Though the city is in the middle of a construction boom, Leipzigers are the first to tell you that the city’s heroic image has been badly tarnished in the last few years. A warm mid-September afternoon in the smoggy city center. I take a seat in one of the cafes that dot the streets near the University. Students sit inside with books in their laps, talking animatedly to one another. Across the street is the Leipzig railway station—before the war, it was the biggest in Europe—and the Gewandhaus, where the Leipzig orchestra plays. Kurt Masur, who helped negotiate with police to hold their fire against Leipzig protesters before the city’s first mass demonstration— four years ago come October 9—is still conducting at the Gewandhaus. Otherwise, everything seems to have changed—the Leipzig smog excepted. Ute, a 23-year-old, first-year Germanistik student at the University, enters and greets me. Once an accomplished teenage ice skater in a top Sportschule—indeed, at 16, a young Privilegierte (privileged one) on her way to joining the elite traveling Sportkader—Ute is still slim and athletic. She has come to tell me about her expulsion almost a decade ago from the elect Red circle, the causes of which, she told me on the phone, “I have lately been brooding about incessantly.” She did not elaborate. I know only that the saga of her youthful rebellion against the State and her struggle to leave the DDR in 1988/89 had begun soon thereafter. Reared in Weissenfels, a town near Leipzig, Ute was born into a family of athletes. In the 1950s, her father competed on the DDR national ice hockey team and her mother was a top handball player and member of the DDR national championship squad; Ute’s older brother, Dieter, reached the Thuringia championship soccer team.
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Kalemis, Georgios, Sarantos Psycharis, and Georgios K. Zacharis. "Use of STEM Intervention Teaching Scenarios to Investigate Students' Attitudes Toward STEM Professions and Their Self-Evaluation of STEM Subjects." In Advances in Educational Technologies and Instructional Design, 344–60. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3861-9.ch016.

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The present research initiated from the hypothesis that students' misconceptions can be resolved and replaced with new knowledge that is structured and organized through robust hypothetically-driven mental models. The assumption being that when students engage in teaching interventions that include hypothesis building and testing through STEM teaching scenarios and constructions, and are given the opportunity to discover the knowledge themselves, consequently, they enhance their attitudes towards STEM courses and career pathways as well as their own self-evaluation in mathematics and science. The quasi-experimental research methodology included a sample of 15-year-old students divided into an experimental and control group. The teaching intervention consisted of three scenarios developed primarily by the European Space Agency (ESA) but later adapted to meet the aptitude levels of students. Results showed improved attitudes in certain STEM courses and career pathways and a positive change in student's self-evaluations in science.
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Donohue, Patricia J., and Kevin Kelly. "Transforming Digital Literacy with Culturally Diverse, Personalized Learning." In Advances in Media, Entertainment, and the Arts, 161–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9667-9.ch008.

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The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.
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van der Westhuizen, Thea, and Yamkhela Nhleko. "Dichotomy and Violent Student Protests." In Transdisciplinary Perspectives on Risk Management and Cyber Intelligence, 195–213. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4339-9.ch014.

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“How dare you!” was the opening line 16-year-old Greta Thunberg used in her address to world leaders at the United Nation Global Summit on Climate Change. This young woman demanded global political and business leaders to listen to her plea, as she firmly believes global systems are in crisis and politicians and business persons alike are not playing their part to resolve our people, planet, and profit crisis. Student protests in response to leadership in higher education institutions have become a generic form of expressing discontent. In a quantitative investigation, this study assessed student perceptions regarding higher education leadership in relation to three core leadership capabilities: a strategic approach, communication and collaboration, and institutional drivers and results. Data collection from students in their final year was done using a combination of simple and stratified sampling. SPSS version 25 was used for data analysis. Findings reiterated a current dichotomy and urge the need for social cohesion between student and university leadership.
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Conference papers on the topic "9-year-old students"

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Benvenuti, Martina, Augusto Chioccariello, Laura Freina, and Sabrina Panesi. "COLLABORATIVE CONSTRUCTION OF SCRATCH PROJECTS WITH 9-11 YEAR OLD STUDENTS DURING COVID-19 LOCKDOWN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1203.

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Zsiray, Barbara, and Ildikó Koós. "HOW RORY’S STORY CUBES CAN IMPROVE THE ABILITY OF STORYTELLING IN WRITING AND SPEAKING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end041.

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"Using board games in the classroom is an opportunity for experiential learning and teaching. The presentation is an example of how board games can be used in mother tongue teaching. Our previous questionnaire proves that 9–10-year-old children show a positive attitude towards board games, and its use in lessons helps to increase interactions between students. In addition, cooperation within the group was strengthened. We have reflected on this with a new project. Our goal is to examine how the popular board game, Rory's Story Cubes, can develop written and oral communication of 9–10-year-old students. In the first period, essays were written by the members of the experimental group and the control group, in which five previously specified words were used. The quantitative and qualitative indexes of the data were analysed by Mean Length Utterance (MLU) and the Hungarian adaptation of Developmental Sentence Scoring (KFM), and creativity was considered. In the second phase, the members of the experimental group took part in an activity process that lasted 15 weeks and was held twice a week. The games with the Story Cubes were carried out under the supervision of the methodical leader of the experiment and recorded with the video camera. The oral texts were analysed in the same way. In the last period of the process, the participants again wrote an essay. The results show that the consistent use of the given board game is beneficial for the semasiological and syntactic cohesion of the students' oral and written texts. The project's achievements may contribute to the widespread use of Rory's Story Cubes, thereby expanding the methodology of native language teaching."
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Širkaitė, Monika, and Rita Gruodytė-Račienė. "Physical Education Role in Lithuanian Primary Schoolchildren Physical Literacy Formation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.84.

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Lifelong engagement in physical activity (PA) may be increased and secured by achieving a sufficient level of physical literacy (PL) during childhood. The aim of this study is to assess if the level of physical activity (PL Domain 1), fitness (PL Domain 2), motivation and confidence (PL Domain 3), knowledge and understanding (PL Domain 4) of primary schoolchildren is sufficient. In addition, to investigate whether physical literacy of the 3rd grade students differ in relation to Physical Education (PE) being taught by their respective General teacher. For this purpose 9–10 year old students of four different classes of the same cohort (n = 93) of one of the school in second biggest city of Lithuania were recruited. The findings of this cross-sectional pilot study indicates that PA and physical competence for most of participants were of average or higher level, however, majority of them have not yet reached an acceptable level in such PL domains as Motivation & Confidence and Knowledge & Understanding. Significant differences (p < 0.05) comparing by class were found in Knowledge & Understanding, and in physical fitness domains. We may conclude that lower motivation, confidence and knowledge in PE determines lower physical literacy of primary schoolchildren. Furthermore, differences revealed in such PL domains as knowledge and understanding as well as physical fitness with regard to the different class and their respective general teacher may indicate the importance of the educator’s role and implemented PE curriculum for attaining the sufficient level of physical literacy of primary schoolchildren.
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