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Journal articles on the topic 'Grades and standards'

Author: Grafiati

Published: 30 November 2024

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1

Edwards, Rosaland. "The Effects of Performance Standards on Behavior Patterns and Motor Skill Achievement in Children." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 90–102. http://dx.doi.org/10.1123/jtpe.7.2.90.

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The effect of individual performance standards on the relationship between selected process variables and achievement for students in elementary physical education classes is investigated. The subjects were 78 fourth-grade and 80 fifth-grade students from eight classes in two elementary schools. Two fourth grades and 2 fifth grades received standards, and 2 fourth grades and 2 fifth grades did not. A 1-week experimental teaching unit was used. A Solomon 4-group design was used to determine if there was a pretest effect. The data were analyzed in a Treatment (standard-no standard) × Pre (pretest-no pretest) × Sex × Grade MANOVA using posttest and motor-appropriate trials as the dependent measures; this analysis was followed up by two separate ANOVAs. Correlation was used to determine the relationship, if any, between behavior patterns and performance. The treatment group performed better than the control group, boys performed better than girls, and fifth graders performed better than fourth graders. Individuals with standards performed significantly better than those with no standards. The Pre × Treatment interaction suggested that having a pretest tends to standardize the amount of practice an individual takes. There was a positive relationship between motor-appropriate practice and performance regardless of treatment group. These data suggest that performance can be improved by individual performance standards and that care should be taken in using pre- and posttest methods for testing motor skills.

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2

Bruner, Dorothy D. "Raising Grades without Lowering Standards." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 6, no. 2 (September 1999): 8–10. http://dx.doi.org/10.1525/tea.1999.6.2.8.

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3

Lindquist, Mary Montgomery. "Implementing the Standards: the Measurement Standards." Arithmetic Teacher 37, no. 2 (October 1989): 22–26. http://dx.doi.org/10.5951/at.37.2.0022.

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Clear expectations for the measurement curricula of grades K–8 are expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The statements in figure 1 are discussed in the Standards. Central to both the K–4 and 5–8 standards is the process of measuring, which can help students build understanding about measuring and make connections among various measurement concepts and skills.

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4

Arbaugh, Fran, Carolyn Scholten, and N. Kathryn Essex. "Spotlight on the Principles/Standards: Data in the Middle Grades: A Probability WebQuest." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 90–95. http://dx.doi.org/10.5951/mtms.7.2.0090.

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“Spotlight on the Standards” focuses on the grades 6–8 content and process standards found in NCTM's Principles and Standards for School Mathematics (2000). The articles compare NCTM's Curriculum and Evaluation Standards for School Mathematics, published in 1989, with the Principles and Standards relating to the middle grades and suggest ways that teachers might incorporate Standards-based practices into their instruction.

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5

Dickey, Edwin M. "Editorial: Join Our Eighty-Six-Year-Old Network." Mathematics Teacher 87, no. 6 (September 1994): 394. http://dx.doi.org/10.5951/mt.87.6.0394.

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As the National council of Teachers of Mathematics celebrates its Diamond Jubilee, the Mathematics Teacher begins its eighty-seventh year of publication. In this issue we highlight three new sections: “Technology Tips,” “Media Clips,” and—introduced by the article “What Gets Graded is What Gets Valued”-“lmplementing the Assessment Standards.” Also, beginning with this issue the journal's grade-level focus changes from a concentration on grades 7 through 14 to an emphasis on grades 8 through 14.

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6

Shaw, Brian P. "Standards-Based Grading in Ensemble Music." Music Educators Journal 110, no. 3 (March 2024): 37–43. http://dx.doi.org/10.1177/00274321231222901.

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Nearly all music educators assign grades to students. However, not all methods for grading are equally effective at reporting student achievement. This article describes one approach to grading, standards-based grading, that has the potential to support music educators’ efforts to achieve grades that are honest, meaningful, and fair. General principles and specific recommendations for ensemble music teachers are discussed.

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Llana, D. F., F. Arriaga, M. Esteban, and G. Íñiguez-González. "Comparison between wet and dry timber visual strength grading according to the Spanish (UNE 56544) and German (DIN 4074-1) standards." Materiales de Construcción 69, no. 336 (September 26, 2019): 205. http://dx.doi.org/10.3989/mc.2019.03319.

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Visual strength grading is widely used to estimate mechanical properties of structural timber. National visual grades are allocated to strength classes according to European standard EN1912. The recent discussion about the proper function of visual strength grading standards and the assignment of strength classes shows the need for further research in this field. Spanish-sourced radiata, Scots, Salzmann and maritime pine timber samples were visually graded in wet and dry condition according to the Spanish UNE56544 (2011) and German DIN4074-1 (2012) standards. Rejection was far higher dry due to distortion (warping) parameters. However, this rejection could be significantly mitigated by adopting a higher twist limit (2 mm / 25 mm width). UNE 56544 is more suitable for visually grading these species because it was specifically designed for them and a Spanish source. However, both standards underestimated the Scots pine rejection pieces which mechanical properties fulfill the MEG and S10 grades.

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8

Busch, Lawrence. "The moral economy of grades and standards." Journal of Rural Studies 16, no. 3 (July 2000): 273–83. http://dx.doi.org/10.1016/s0743-0167(99)00061-3.

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9

Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have earned a diploma by mid 1960s standards. A conspicuous lack of interest by public oversight bodies is noted despite a growing public awareness of low academic expectations and lenient grading and an implicit budgetary impact of over $100 million. Various academic policies and the dynamics of bureaucratic control are discussed in relationship to the maintenance of academic standards. The disincentives for challenging course requirements and responsible grading are examined, and the growing movement to address academic quality issues through better training and supervision of faculty are critiqued. Recommendations that would encourage renewed academic integrity and make learning outcomes visible to students, parents, employers, and the taxpaying public are offered and briefly discussed.

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10

Boleslavsky, Raphael, and Christopher Cotton. "Grading Standards and Education Quality." American Economic Journal: Microeconomics 7, no. 2 (May 1, 2015): 248–79. http://dx.doi.org/10.1257/mic.20130080.

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We consider school competition in a Bayesian persuasion framework. Schools compete to place graduates by investing in education quality and by choosing grading policies. In equilibrium, schools strategically adopt grading policies that do not perfectly reveal graduate ability to evaluators. We compare outcomes when schools grade strategically to outcomes when evaluators perfectly observe graduate ability. With strategic grading, grades are less informative, and evaluators rely less on grades and more on a school's quality when assessing graduates. Consequently, under strategic grading, schools have greater incentive to invest in quality, and this can improve evaluator welfare. (JEL D82, I21, I23)

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11

Koedel, Cory. "Grading Standards in Education Departments at Universities." education policy analysis archives 19 (August 19, 2011): 23. http://dx.doi.org/10.14507/epaa.v19n23.2011.

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Students who take classes in education departments at universities receive significantly higher grades than students who take classes in other academic departments. The higher grades awarded by education departments cannot be explained by differences in student quality or by structural differences across departments (i.e., differences in class sizes). The remaining explanation is that the higher grades are the result of lower grading standards. This paper formally documents the grading-standards problem in education departments using administrative grade data from the 2007-2008 academic year. Because a large fraction of the teachers in K-12 schools receive training in education departments, I briefly discuss several possible consequences of the low grading standards for teacher quality in K-12 schools.

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12

Perkins, David, Diana Guerin, and Jimmie Schleh. "Effects of Grading Standards Information, Assigned Grade, and Grade Discrepancies on Students' Evaluations." Psychological Reports 66, no. 2 (April 1990): 635–42. http://dx.doi.org/10.2466/pr0.1990.66.2.635.

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The present study investigated the influence of information on grading standards and assigned grades on expected grades and students' ratings of instruction. Introductory psychology students ( n = 117) first viewed a videotaped lecture and completed an examination over the content. Using a 3 × 3 factorial design, students were randomly assigned to one of three conditions of information on instructors' grading (hard, fair, easy) and, based on their examination scores, to one of three conditions of assigned grades (A, B, C). The students were then asked to indicate their expected grades and complete teacher-rating forms. Students who were assigned higher grades rated the instructor higher on three of the four factors than students who were assigned lower grades. Students in the easy grading information condition rated the instructor's grading standards as being more fair. Finally, students who received higher grades than expected rated the instructor more favorably than students who received lower grades than expected. No evidence of an interaction between information on grading standards and assigned grade was found.

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13

Nilesh N. Gaikwad, D. V. K. Samuel, Manpreet Kaur Grewal, and M. Manjunatha. "Development of Orange Grading Machine on Weight Basis." Journal of Agricultural Engineering (India) 51, no. 3 (September 30, 2014): 1–8. http://dx.doi.org/10.52151/jae2014513.1553.

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High value fresh agricultural produce such as orange must be carefully handled and graded in order to meet customer demands and quality standards. Manual grading is widely adopted practice which is costly and time consuming. The existing mechanical graders grade fruits on the basis of size, and owing to mechanical nature have limitations of lower capacity and efficiency. The present work describes the development of electronic grading machine on weight basis for oranges. The machine comprised of various elements such as feeding unit, weighing assembly, dropping and collection unit. The machine is capable of individually metering fruits in weighing section and weighing of individual fruits and grading them in four different weight grades.

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14

Hart, Eric W., James Maltas, and Beverly Rich. "Implementing the Standards: Teaching Discrete Mathematics in Grades 7–12." Mathematics Teacher 83, no. 5 (May 1990): 362–67. http://dx.doi.org/10.5951/mt.83.5.0362.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) explicitly recommends discrete mathematics for inclusion in the 9-12 curriculum, and many of the recommendations for the middle grades can be addressed by teaching discrete mathematics in grades 7 and 8. In this article we examine how discrete mathematics can be taught in grades 7-12. We shall first briefly discuss what is meant by discrete mathematics.

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Florkowski, W. J., J. C. Purcell, and E. E. Hubbard. "Importance for the U.S. Pecan Industry of Communicating about Quality." HortScience 27, no. 5 (May 1992): 462–64. http://dx.doi.org/10.21273/hortsci.27.5.462.

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Several standards for pecan [Carya illinoinensis (Wangenh.) K. Koch] grades and the relationship between selected quality attributes and prices indicated the complexity of communicating about quality attributes. Clear communication about quality attributes preferred by end users within the pecan industry and horticulturists facilitates the improvement of cultivars and strengthens the competitive position of the industry. A survey of Georgia pecan growers provided information about knowledge and perceived adequacy of pecan quality standards. Logit models were used to identify variables influencing knowledge of pecan grades and their perceived adequacy. Estimation results suggest that larger and more experienced growers were more familiar with the U.S. Dept. of Agriculture standards for grades than small and new growers. The geographical location of a grower did not significantly affect the results. Knowledge of quality attributes demanded by the market requires familiarity with standards for grades and with industry practices to develop improved pecan cultivars.

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16

Schoen, Harold L. "Implementing The Standards: Beginning To Implement The Standards In Grades 7–12." Mathematics Teacher 82, no. 6 (September 1989): 427–30. http://dx.doi.org/10.5951/mt.82.6.0427.

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Now is an exciting time to be a mathematics teacher! One major reason is that technology has developed to the point that we must reconsider what mathematics should be taught and in what way. The position of the NCTM concerning this and other curricular issues can be found in Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989). The Standards document is a fairly specific set of curricular recommendations (standards) with examples of content and teaching scenarios that illustrate concretely the meaning of each standard, but it is not a set of course descriptions or a list of behavioral objectives. No attempt is made in the document to describe exactly how to implement the standards in a given school setting, so not surprisingly, many mathematics teachers are seeking more specific ideas for implementation

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17

Tarr, James E. "Principles and Standards (2002): April 2002." Teaching Children Mathematics 8, no. 8 (April 2002): 482–87. http://dx.doi.org/10.5951/tcm.8.8.0482.

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NCTM's Principles and Standards for School Mathematics (2000) identifies Data Analysis and Probability as one of the five content standards for pre-K–12 mathematics and delineates learning expectations at each of four grade bands. This standard places much more emphasis on data analysis than on probability, particularly for grades pre-K through 5. Indeed, only one of the four goals in the standard directly addresses probability, and no probability learning expectations are explicitly stated for grades pre-K through 2. The standard states, however, that “instructional programs from prekindergarten through grade 12 should enable all students to understand and apply basic concepts of probability” (p. 48).

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18

Park, Sang Kun. "Establishment of Grades and Standards for Cut-flowers." Flower Research Journal 31, S (April 27, 2023): 2. http://dx.doi.org/10.11623/frj.2023.31.s.2.

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19

Kenney, Margaret J., and Stanley J. Bezuszka. "Implementing the “Curriculum and Evaluation Standards”: Implementing the Discrete Mathematics Standards: Focusing on Recursion." Mathematics Teacher 86, no. 8 (November 1993): 676–80. http://dx.doi.org/10.5951/mt.86.8.0676.

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This article applies to Standard 12 of the Curriculum Standards for Grades 9-12 (NCTM 1989), focuses primarily on one particular topic noted in that standard, and offers some suggestions for using that topic in a variety of settings.

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20

Farrell, Lesley. "Making Grades." Australian Journal of Education 41, no. 2 (August 1997): 134–49. http://dx.doi.org/10.1177/000494419704100204.

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THE focus of this paper is on the role that culture plays in shaping the way examiners arrive at assessments of candidates' relative academic ability in tertiary entrance examinations. In attempting to understand this process, I call on notions of ‘Discourse’, especially of the kind developed by Gee (1991, 1992, 1994). When examiners ‘make grades’, they call on culturally specific understandings of what counts as a ‘literate essay’, a ‘relevant’ argument, and an appropriate relationship between candidate and examiner. I start with a discussion of tertiary entrance examinations, move to a discussion of Discourse and conclude with an analysis of one set of examiners' reports. Examiners use underlying discourse structure as the basis on which they make their judgements about academic merit, and that these judgements are culturally situated and do, therefore, realise cultural values. However, although they are clearly culturally situated, they gain their legitimacy in the public arena by an appeal to the universality of standards of academic merit.

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21

Moroz, P. O., V. O. Mayevskyy, Z. P. Kopynets, P. B. Shchupakivskyy, and Ye M. Myskiv. "Evaluation of the quality of timber sorted according to different standards." Forestry, Forest, Paper and Woodworking Industry 46 (December 30, 2020): 97–107. http://dx.doi.org/10.36930/42204611.

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The expediency of conducting comparative studies of the assortment of dry sawn oak timber established according to different regulatory documents has been verified: by the current standard - DSTU EN 975-1-2001 and the standard cancelled in 2019 - GOST 2695-83. A methodology for conducting experimental studies of timber assortment has been developed and tested. It has been established that there is a certain correlation between the results of the evaluation of the quality characteristics of the investigated timber, in accordance with the requirements of the relevant regulatory documents. In particular, higher-grade timber according to GOST 2695-83 corresponded to higher grades according to DSTU EN 975-1-2001, but the presence of a different number of grades in the standards used, 5 in DSTU EN 975-1-2001 and 3 in GOST 2695-83, predisposes a certain redistribution of timber among the grades. The studied timber of grade 1 established according to GOST 2695-83 was redistributed into 3 grades (Q-FA, Q-F1a, Q-F1b) according to DSTU EN 975-1-2001, grade 2 timber established according to GOST 2695-83 was redistributed into 2 grades (Q-F1b, Q-F2) according to DSTU EN 975-1-2001, including the lowest quality, and grade 3 timber established according to GOST 2695-83 was also redistributed into 2 grades (Q-F2, Q-F3) according to DSTU EN 975-1-2001.

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22

Tighe, Kara, Oscar Cacho, Stuart Mounter, Renato Villano, Alex Ball, David Pethick, and Euan Fleming. "Determinants of consumer willingness to pay for quality-graded Australian sheep meat." Animal Production Science 58, no. 9 (2018): 1692. http://dx.doi.org/10.1071/an15873.

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The present study investigated the influence of a quality-grading system, demographic information and consumption preferences on consumer willingness to pay (WTP) for sheep meat. Eating quality was defined by four grades developed by the Meat Standards Australia (MSA) sheep meat-grading scheme. These grades were based on consumer palatability scores for cooked sheep-meat samples and described as 2-star (‘unsatisfactory’ quality), 3-star (‘good every day’ quality), 4-star (‘better than every day’ quality) and 5-star (‘premium’ quality). Currently, sheep-meat available in Australian retail outlets that meets MSA quality specifications is trademarked as ‘MSA graded’ and consists of lamb that falls into at least the 3-star quality band. There is no distinction made between 3-, 4- and 5-star-graded product. A challenge for marketers would be pricing the product by these three grades should finer-quality differentiation be adopted. The present study evaluated consumer WTP for the MSA quality grades and interactions with consumer demographic factors and consumption preferences. Results clearly showed that consumers were willing to pay less for the 2-star grade and more for 4- and 5-star grades, than for 3-star grade. Robust results for the impact of demographic and consumption preferences on WTP were limited to consumer age, occupation, income level and the interaction between MSA grade and consumer age.

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23

Bush, William S. "Implementing The K–4 Mathematics Standards in Kentucky." Arithmetic Teacher 41, no. 3 (November 1993): 166–69. http://dx.doi.org/10.5951/at.41.3.0166.

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The state motto of Kentucky is “United We Stand—Divided We Fall.” Never has this creed been so evident than through the recent statewide mathematics education reform efforts in grades K–4. Over the past two years, university faculty, classroom teachers, school administrators, public policymakers, the Kentucky Department of Education, and corporations have developed partnerships to initiate systemic changes in the mathematics education of students in grades K–4. These groups banded together to enact for Kentucky the vision set forth by the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

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Michael, Robert Daniel, Collin Webster, Debra Patterson, Patricia Laguna, and Clay Sherman. "Standards-Based Assessment, Grading, and Professional Development of California Middle School Physical Education Teachers." Journal of Teaching in Physical Education 35, no. 3 (July 2016): 277–83. http://dx.doi.org/10.1123/jtpe.2015-0162.

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Purpose:This study examined California middle school physical education teachers’ (grades 6–8) use of assessments based on state standards to grade their students.Methods:An electronic survey was used to collect data.Results:Of the 309 teachers surveyed, 74% based their assessments on the state physical education standards. Teachers who used standards-based assessments were more prone to assigning higher percentages of students’ grades to achievement-based assessments (e.g., skills testing, fitness, standards competency) than teachers who did not use standards-based assessments. However, all teachers gave similar weightings to administrative-based assessments (e.g., dressing out appropriately). Most of the teachers (91.2%) who reported not using standards-based assessments had limited to no professional development pertaining to the standards and perceived this as the biggest challenge to using standards-based assessments.Discussion/Conclusions:This study shows that professional development may be an important factor in teachers’ use of standards-based assessments and achievement-focused grading in middle school physical education.

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عاطف, أماني حسين, مصطفى بوعناني, and بنعيسى زغبوش. "Building Standards and Educational Content The Morphological Component in the Qatari Textbook as a Model, from the Theoretical Foundation to the Dialectical Audacity." JOURNAL OF LANGUAGE STUDIES 5, no. 2 (October 8, 2023): 191–208. http://dx.doi.org/10.25130/jls.5.2.10.

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The research is concerned with the reality of teaching and learning the Arabic language; Focusing on the morphological component in textbooks for grades (fourth to sixth) in the Qatari public school, based on the assumption that there is no compatibility between standards, and building educational contents related to the two components: the word and sentence in the textbook; The study will seek to verify this hypothesis by adopting a hypothetical investigative approach that provides induction, description, statistics, analysis and conclusion, to understand the educational reality of the morphological component, and to present practical proposals for morphological standards, and their distribution and activation in school books in connection with the standards in their updated version of 2018, and modern linguistic approaches that emphasize the The need to focus on morphological knowledge in the third and fourth grades through the gradation from inflection, derivation, and then weights and formulas, to be a basis for teaching synthetic knowledge in the fifth and sixth grades, provided that the student is implicitly trained in it in the previous grades.

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Cooney, Thomas J., and Elizabeth Badger. "Implementing the NCTM Evaluation Standards for Grades K-12." School Science and Mathematics 90, no. 6 (October 1990): 503–10. http://dx.doi.org/10.1111/j.1949-8594.1990.tb12021.x.

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27

Horvath, Aladar, Leslie Dietiker, Greg Larnell, Sasha Wang, and John Smith. "Contemporary Issues in Mathematics Curriculum: Middle Grades Mathematics Standards." Mathematics Teaching in the Middle School 14, no. 5 (December 2008): 275–79. http://dx.doi.org/10.5951/mtms.14.5.0275.

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Murphy, Roger, John Wilmut, and Roger Wood. "Monitoring A level standards: tests, grades and other approximations." Curriculum Journal 7, no. 3 (September 1996): 279–91. http://dx.doi.org/10.1080/0958517960070302.

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Dudas, Robert A., and Michael A. Barone. "Setting Standards to Determine Core Clerkship Grades in Pediatrics." Academic Pediatrics 14, no. 3 (May 2014): 294–300. http://dx.doi.org/10.1016/j.acap.2014.01.008.

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Rodas-González, A., M. Juárez, W. M. Robertson, I. L. Larsen, and J. L. Aalhus. "Characterization of Canadian grade standards and lean yield prediction for cows." Canadian Journal of Animal Science 93, no. 1 (March 2013): 99–107. http://dx.doi.org/10.4141/cjas2012-091.

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Rodas-González, A., Juárez, M., Robertson, W. M., Larsen, I. L. and Aalhus, J. L. 2013. Characterization of Canadian grade standards and lean yield prediction for cows. Can. J. Anim. Sci. 93: 99–107. Commercial carcasses (n=120) were selected to benchmark the current Canadian grading system for cows (D1, D2, D3, D4;>50% ossification) in comparison to A/AA grades youthful carcasses [over (OTM) and under (UTM) 30 mo of age based on dentition but <50% ossification]. With the exception of the D3 and D4 grades, D1 and D2 carcass grades had similar carcass yield attributes compared with OTM and UTM carcasses; however, rib-eye area from UTM carcasses was the largest (P<0.05), followed by D1, D2 and OTM. As expected, both OTM and UTM grades had lower ossification scores (P<0.05); however, D4 grade showed the highest marbling score (P<0.05). For carcass composition, compared with all other grades, the D3 grade had the highest proportion of lean (P<0.05) due to a lower proportion of dissectible fat (P<0.05); however, it had the lightest carcass weight (P<0.05). Using simple measures of carcass characteristics (grade fat, rib-eye area, marbling and ossification) a prediction equation to estimate lean yield (R 2=0.825; Cp=4.31) could be used to more accurately assess carcass value in cows; however, validation of the equation on a separate population would be required before its application.

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Polly, Drew, and Chandra Orrill. "CCSSM: Examining the Critical Areas in Grades 5 and 6." Teaching Children Mathematics 18, no. 9 (May 2012): 566–73. http://dx.doi.org/10.5951/teacchilmath.18.9.0566.

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To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.

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Shaila, Mahmuda Yasmin. "Academic Language across Disciplines." Crossings: A Journal of English Studies 8 (August 1, 2017): 275–79. http://dx.doi.org/10.59817/cjes.v8i.293.

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Building Academic Language: Meeting COMMON CORE Standards across Disciplines, Grades 5-12Jeff ZwiersSan Francisco: Jossey-Bass, 2014 (2nd ed.). 336 pp.ISBN-13: 978-1118744857, ISBN-10: 11187 Building Academic Language: Meeting COMMON CORE Standards across Disciplines, Grades 5-12 by Jeff Zwiers is a much needed addition in the field of teaching and learning. In this text, the author reveals the importance of academic language and portrays the ways through which teachers in the classroom ...

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Auriemma, Susan Hampton. "How Huge Is a Hundred?" Teaching Children Mathematics 6, no. 3 (November 1999): 154–59. http://dx.doi.org/10.5951/tcm.6.3.0154.

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How much is a hundred?” How would your students respond to such a question? This article shares the experiences of my first graders as they participated in activities that develop number sense to answer this question. Teaching number sense to students in grades K–4 is an important goal of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The following activities are based on the Standards in many ways. They require problem solving, reasoning, communicating, and connecting mathematics to everyday situations that interest children. They provide opportunities to develop measurement and place-value concepts and to integrate reading, writing, drawing, and mathematics in ways that contribute to a cooperative learning environment.

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Clements, Douglas, and Julie Sarama. "Early Childhood Corner: Standards for Preschoolers." Teaching Children Mathematics 7, no. 1 (September 2000): 38–41. http://dx.doi.org/10.5951/tcm.7.1.0038.

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What position does Principles and Standards for School Mathematics (NCTM 2000) take on appropriate standards, goals, and activities for preschoolers? This article is a sample of the information from chapter 4, “Standards for Grades Pre-K–2,” which has been selected and annotated by the editors. Please read the chapter for the full story. You can find it on the World Web Web at standards.nctm.org.

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Hiebert, Elfrieda H., and Heidi Anne E. Mesmer. "Upping the Ante of Text Complexity in the Common Core State Standards." Educational Researcher 42, no. 1 (January 2013): 44–51. http://dx.doi.org/10.3102/0013189x12459802.

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The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks the entry into the staircase and a critical developmental juncture. In this article, we examine the theoretical and empirical support for three assumptions that underlie the acceleration of text complexity in Grades 2–3. Then we identify patterns in American reading achievement and instruction to illustrate the potential and far-reaching consequences of an increase in the first step of the CCSS staircase.

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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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Allensworth, Elaine, Sarah Cashdollar, and Julia Gwynne. "Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago." AERA Open 7 (January 2021): 233285842098687. http://dx.doi.org/10.1177/2332858420986872.

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Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned instructional practices, math grades, pass rates, and test scores in schools with more extensive professional learning around the standards, among students with low and average initial achievement. Relationships were largely not significant for students with high initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and differential impacts based on student prior achievement.

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Hirsch, Christian R., Harold L. Schoen, and Harold L. Schoen. "Implementing The Standards: A Core Curriculum for Grades 9–12." Mathematics Teacher 82, no. 9 (December 1989): 696–701. http://dx.doi.org/10.5951/mt.82.9.0696.

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A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.

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da Rosa Azambuja, Rafael, David B. DeVallance, and Joseph McNeel. "Evaluation of Low-Grade Yellow-Poplar (Liriodendron tulipifera) as Raw Material for Cross-Laminated Timber Panel Production." Forest Products Journal 72, no. 1 (December 14, 2021): 1–10. http://dx.doi.org/10.13073/fpj-d-21-00050.

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Abstract Utilization of low-grade yellow-poplar (Liriodendron tulipifera) lumber would provide for alternative structural lumber sources and promote the growth of cross-laminated timber (CLT) manufacturing facilities within the Appalachian Region. A significant amount of low-grade yellow-poplar lumber (i.e., National Hardwood Lumber Association [NHLA] No. 2A and Below Grade) is utilized for wood pallets. In practice, this material is not graded for structural purposes. Additionally, research on yellow-poplar for structural use has focused on grading lumber from a small population of selected logs, not by regrading NHLA lumber from manufacturing facilities. Therefore, the research's objective was to investigate the structural grades of a typical population of NHLA graded No. 2 and lower lumber and evaluate their potential to meet structural grades necessary for CLT panels. NHLA graded lumber was regraded and assigned to visual structural grades following Northeastern Lumber Manufacturers Association rules and evaluated for flatwise bending modulus of elasticity (MOEb) by nondestructive proof loading. The results of the study indicated that 54.6 percent of the boards possessed a minimal structural visual grade required for CLT panels according to American National Standards Institutes/The Engineered Wood Association (ANSI/APA) PRG 320-2019 (2020). Splits were the most common limiting defect that downgraded boards to nonstructural grades. Also, 96.6 percent of the boards evaluated had a MOEb above the required minimal board value of 1.2 ×106 psi (8,274 MPa) listed in ANSI/APA PRG 320-2019 (2020). The results of the study indicated that a majority of NHLA low-grade yellow-poplar, when regraded for structural purposes, meets or exceeds minimum lumber grade values necessary for use in CLT panel production.

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Lambdin, Diana V., R. Kathleen Lynch, and Heidi McDaniel. "Spotlight on the Principles/Standards: Algebra in the Middle Grades." Mathematics Teaching in the Middle School 6, no. 3 (November 2000): 195–98. http://dx.doi.org/10.5951/mtms.6.3.0195.

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When asked, “How long do you think it would take you to ride a fifty-mile bicycle race?” a class of Indiana sixth graders offered answers ranging from two to twelve hours. Some admitted that their answers were blatant guesses, whereas others offered interesting and thoughtful rationales for their estimates: a car can drive fifty miles in about one hour, and a cyclist might take twice as long for the same distance; because bicycling on hills is tiring, race times will depend on how hilly the course is; and an individual race takes longer than a relay race because team members can take turns bicycling and resting.

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Berry, Robert, and Joyce Wiggins. "Spotlight on the Principles/Standards: Measurement in the Middle Grades." Mathematics Teaching in the Middle School 7, no. 3 (November 2001): 154–56. http://dx.doi.org/10.5951/mtms.7.3.0154.

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People use measurement ideas everyday because the ideas arise out of the need to compare attributes of the real world and because humans are naturally inclined to make comparisons. Comparison is the basis for measurement. We make simple comparisons, such as that “the width of the desk is about an arms length,” and complex comparisons expressed in terms of precise numerical measurements. Although measurement encompasses such topics as time, temperature, length, perimeter, and volume, this article specifically focuses on how middle school students learn about angle measurement.

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Palii, A. P., N. G. Admina, S. A. Mihalchenko, I. M. Lukyanov, S. A. Denicenko, P. V. Gurskyi, A. P. Paliy, et al. "Evaluation of slaughter cattle grades and standards of cull cows." Ukrainian Journal of Ecology 10, no. 1 (February 10, 2020): 162–67. http://dx.doi.org/10.15421/2020_26.

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Recently, due to the widespread implementation of intensive milk production technologies, the requirements for the type of animal physique have increased, because the theory and practice of breeding have proved that the economic and long-term use of cows is not possible without taking into account their exterior features and type of the constitution. The influence of the traits of the animals’ physique on the duration of their economic use was studied, and the main slaughter grades and standards minimum percentage of cows determined beaf cow culling were determined. We selected the criteria mainly caused the cattle removing from the herd: growth scale of score 4, sacral inclination – score 6, limb posture from rear and side views - score 5. The percentage of cattle culling with body condition score score ranged from 7 to 9 was determined.

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Guskey, Thomas R., Gerry M. Swan, and Lee Ann Jung. "GRADES That Mean Something: Kentucky Develops Standards-Based Report Cards." Phi Delta Kappan 93, no. 2 (October 2011): 52–57. http://dx.doi.org/10.1177/003172171109300212.

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O’Brien, Joseph E., and Steven H. White. "Recapturing the History Standards: Historical Inquiry in the Middle Grades." Middle School Journal 37, no. 4 (March 2006): 11–16. http://dx.doi.org/10.1080/00940771.2006.11461540.

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Agnew, Eleanor. "Rigorous grading does not raise standards: It only lowers grades." Assessing Writing 2, no. 1 (January 1995): 91–103. http://dx.doi.org/10.1016/1075-2935(95)90006-3.

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Karzoun, Noor Anees. "Comparison of the content in Palestinian Mathematical Textbooks for grades 3-5 with the Palestinian Document of Mathematics in light of the content standards of numbers and operations set by the National Council of Teachers of Mathematics (NCTM)." Dirasat: Educational Sciences 50, no. 1 (March 15, 2023): 313–31. http://dx.doi.org/10.35516/edu.v50i1.4583.

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Objectives: The current study aims to identify the standards in the Palestinian mathematical textbooks for the third grade to the fifth grade and the Palestinian document of mathematics, to determine their compatibility in the light of the (NCTM) content standards of numbers and operations. Methods: To achieve the objectives of the study, the researcher used the analytical descriptive approach. The study sample consisted of 19 study units in the content of numbers and operations in textbooks and in the mathematics document issued by the Curriculum Center (2016). The researcher used a content analysis card derived from (NCTM, 2000) standards that students should fulfill in grades (3-5). Results: The study results showed that most of the sub-standards were found in both textbooks and the document. In addition, The compatibility level of the content of the Palestinian Mathematics textbooks for grades (3-5) with the Mathematics Document based on (NCTM) content standards of numbers and operations ranged from (high to excellent) in the light of the study scale. Conclusions: The study recommends enriching the new edition of mathematics books for grades (3-5) with paragraphs that considerate (NCTM) standards in the fields of numbers and operations as they were either not included in the document or the mathematics textbooks, or both. Furthermore, these books should contain paragraphs that help students understand mathematical ideas and operations conceptually by using estimation, mental arithmetic, visual models and diagrams, and activating the use of calculators in performing calculations on natural numbers, fractions and solving problems.

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Ciullo, Stephen, and Linda Mason. "Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 287–94. http://dx.doi.org/10.1177/1053451216676801.

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Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative, persuasive, narrative) writing instruction, revising and editing, and note taking to students with LD. Teaching procedures and resources are included.

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Elyan, Rabiha, and Adnan Al-Doulat. "Evaluating the Content of Palestinian Curricula in Light of the Sustainable Development Goals 2030." Journal of MultiDisciplinary Evaluation 17, no. 41 (June 1, 2021): 1–22. http://dx.doi.org/10.56645/jmde.v17i41.687.

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Background: Curriculum evaluation is a dynamic and indispensable process necessary to develop the curriculum, and to support decision-makers with evidences to guide the curriculum towards the intended goals. The Sustainable Development Goals (SDGs) are the most important universal goals to be taken into consideration by curriculum. SDGs represent a call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030. Because education, through curriculum, is the nations’ key to accelerate the achievement of sustainable development, this study evaluates the content of the Palestinian curriculum and assesses the degree to which SDGs are included in the curriculum. Purpose: The study aimed to evaluate the Palestinian school curricula, through using national standards for each SDG, to examine the degree to which the SDGs are incorporated in the curricula, and to know whether there is variation in this incorporation among the different curricular subjects. Setting: The study evaluates the content of Palestinian curricula of the main subjects based on national curriculum standards developed and published in light of the SDGs. These subjects are: Arabic Language for grades 1-12, Science for grades 1-12, Mathematics for grades 1-12, Social Studies for grades 1-12, Technology for grades 5-12, Agricultural Sciences for grades 11-12, Renewable Energy for grades 11-12, Entrepreneurship and Business for grades 11-12, Management and Economy for grades 11-12, and Smart Buildings for grades 11-12. In addition, timeframe delimit is the academic year 2018-2019. Data Collection and Analysis: In order to evaluate content of the Palestinian curricula, descriptive-analytical methodology was used by utilizing content analysis of the guideline document for each curricular subject. Findings: The results showed variation in the inclusion of the SDGs, and absence of essential aspects. The fourth SDG (Quality Education) obtained the highest inclusion percentage with 28.5%. While the fourteenth SDG (Life below Water) obtained the lowest inclusion percentage with 0.8%. In light of the results, the study highlighted variation of the curriculum from SDGs and recommended for the development and enrichment of the Palestinian curriculum to ensure the inclusion of SDGs, with its all dimensions, considering that education in Palestine defined as the main gateway towards progressing achievement of the SDGs. Keywords: the 2030 agenda for sustainable development; content analysis; evaluation; SDGs; standards

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Barlow, Angela T., and Shannon Harmon. "CCSSM: Teaching in Grades 3 and 4." Teaching Children Mathematics 18, no. 8 (April 2012): 498–507. http://dx.doi.org/10.5951/teacchilmath.18.8.0498.

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To support mathematics educators as they consider the implications of the Common Core State Standards for Mathematics (CCSSM) on instruction and assessment, Teaching Children Mathematics is publishing a series of articles. In this third feature of the series, authors Barlow and Harmon suggest implementation strategies for grades 3 and 4. The next article covers additional topics, ideas, and commentary addressing grades 5 and 6.

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Lestari, Asti Ramadhani E., and Elyza Martiarini. "Content Analysis of an ESP Textbook; English for Vocational High School." Channing: Journal of English Language Education and Literature 6, no. 2 (October 29, 2021): 37–42. http://dx.doi.org/10.30599/channing.v6i2.1358.

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This research aimed at describing the result of English textbook analysis. The textbook is used as a medium for teaching English for Third-Grade students of Vocational Highschool in the second. This analysis verifies the appropriateness of the material that is contained in the book and used as a medium of teaching. The development of "Kurikulum Tingkat Satuan Pendidikan (KTSP)” in the national standards of education consists of content standard (Standar Isi), process, standard of grades competence (Standar Kompetensi Lulusan), teachers standard, facilities, management, funds, and the educational evaluation. The two of education national standards, Content Standard (Standar Isi) and Standard of Grades Competence (Standar Kompetensi Lulusan) are used as the main reference in developing the curriculum (KTSP). Those two standards are implemented to achieve the goals of the learning.

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