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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Females; Ethnography; Disproportionate Representation; Middle School Students; Science Instruction; Science Education; Science Activities; Communities of Practice; Expertise; Case Studies; Grade 6; Grade 7; Grade 8; Clubs; Science Achievement

Abstract:
The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science. (Contains 2 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Based Assessment; High Stakes Tests; Reading Achievement; Achievement Tests; Reading Tests; Reading Fluency; Middle School Students; Grade 7; Correlation; Scores

Abstract:
The purpose of this study was to investigate the relationship between oral reading fluency and performance on a statewide reading achievement test for middle grades students. Participants in this study were 75 seventh grade students. One month before the students were administered the state test, each student read three probes from their current basal reader to determine an oral reading fluency rate. The Ohio Grade 7 Reading Test scores were correlated with oral reading fluency rates to determine the extent of the relationship between the results. Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Elementary School Mathematics; Grade 1; Grade 4; Grade 7; Capacity Building; Program Descriptions; Culturally Relevant Education; Units of Study; Teacher Education; Graduate Study; Curriculum Development; Teacher Role; Elementary School Teachers; Mathematics Curriculum; Mathematics Instruction; Mathematics Teachers; Pacific Islanders

Abstract:
The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The third goal of the project is to build local capacity by offering advanced degree opportunities to the indigenous mathematics educators who transform what they find in their local cultural practices into grades 1, 4, and 7 mathematics curriculum units. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Grade 6; Grade 7; Algebra; Mathematical Concepts; Mathematics; Cognitive Structures; Mathematics Achievement; Middle School Students

Abstract:
Previous research has demonstrated the effectiveness of particular instructional practices that support students' constructions of the partitive unit fraction scheme and measurement concepts for fractions. Another body of research has demonstrated the power of a particular mental operation--the splitting operation--in supporting students' development of advanced fractional knowledge and algebraic reasoning. Steffe (2010) has hypothesized that students construct splitting through the unification of partitioning and iterating operations contained within the partitive unit fraction scheme. We used written assessments of 49 students, across sixth and seventh grades, to test this hypothesis. Our results show that students who have constructed a partitive unit fraction scheme go on to construct splitting within a relatively short period of time. Conversely, students who have not constructed a partitive unit fraction scheme generally do not construct splitting. We discuss these results and their implications for designing instruction and curricula that support students' development of algebraic reasoning. (Contains 10 figures, 5 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Mathematics Skills; Class Activities; Mathematics Activities; Worksheets; Lesson Plans; Instructional Materials; Visual Aids; Teaching Guides; Glossaries; Academic Standards; Relevance (Education); Grade 7; Grade 8; Measurement; Geometry; Grade 6; Geometric Concepts

Abstract:
"Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math activities to help students become successful in the classroom and in real-world situations outside of school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Content Analysis; Homework; Qualitative Research; Grade 7; Grade 8; Preferences; Educational Attitudes; Access to Information; Science Education; Technology Education; Questionnaires; Learning Activities; Science Activities; Difficulty Level; Performance Factors; Barriers; Foreign Countries

Abstract:
This study has been created as a qualitative search related the given homeworks in the science and technology courses in order to examine the students' views. The sample consists of 1,539 7th- and 8th- grade students in the city centre of Osmaniye. The search data is obtained from by using five open-ended questions. In the analysis of the data, content analysis method is used. As a result of the research, it is found that the students' perceptions for the homeworks are about understanding the subjects better, as reviews, responsibilities, homeworks to be done at home and doing researches. Also, it is concluded that there is a difference between the type of the homeworks given to the students and the homeworks which the students prefer doing. It is found that the students have difficulty in reaching the information from the resources, providing the tools, doing the hard homeworks, and doing the homeworks without understanding the subject. Finally, it is concluded that by these homeworks, the students understand the subject better, develop their skills (hand, research, observation, experiment, reading, and writing skills), get information about the natural events and living beings, solve tests in a shorter time, and get information about current events. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Algebra; Public Schools; Foreign Countries; Control Groups; Constructivism (Learning); Grade 7; Outcomes of Education; Instructional Effectiveness; Mathematical Concepts; Quasiexperimental Design; Experimental Groups; Pretests Posttests; Statistical Significance; Comparative Analysis; Comparative Testing; Achievement Gains; Scaffolding (Teaching Technique); Cohort Analysis; Test Theory; Intermode Differences

Abstract:
It is a bitter reality that the curricula and traditional pedagogy prevailing in public schools of Pakistan in general and Sindh in particular do not incorporate the algebraic concepts properly. Both the content and the presentation therein cannot be considered up to the mark, thereby making "Algebra" a tough and dry subject. This quasi-experimental study focused to find out the effect of teaching algebra through social constructivism on the students learning outcomes of 7th graders in public schools of District Jamshoro Sindh. For this purpose two existing in-tact sections of grade 7 (7th A, and 7th B) of a government high school of district Jamshoro were selected as quasi control and treatment groups. The pre and posttest analyses were carried out. The first pattern t-test analysis revealed that both groups were parallel, however, the latter posttest analysis revealed that treatment group that was taught through social constructivist approach excelled in achieving statistically significant learning outcomes than that of control group that was taught through traditional one-way teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Gifted; Student Characteristics; Short Term Memory; Grade 7; Middle School Students; Factor Analysis; Tests; Recognition (Psychology); Recall (Psychology); Evaluation Criteria; Cognitive Processes

Abstract:
The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being "gifted". This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged approximately 13) was involved, the sample being selected in such a way that it contained a high proportion of those regarded as "gifted" under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed. (Contains 11 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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