Relevant bibliographies by topics / Thirteenth grade (Education)

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  1. Journal articles
  2. Dissertations / Theses
  3. Conference papers

Academic literature on the topic 'Thirteenth grade (Education)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Thirteenth grade (Education)"

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Wang, Ming, and Tan Shan. "Research on the Art Design College's Computer Network Entrepreneurship Plat From." Advanced Engineering Forum 4 (June 2012): 163–67. http://dx.doi.org/10.4028/www.scientific.net/aef.4.163.

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At present, in the artistic design education in Colleges of China appeared in the realm of" enterprise education" as the core content of the reform, obtained better result also gained experience. But there are also problems. Based on the innovative education of art design and professional characteristics analysis, proves the reality and necessity of the university construction of art design professional business platform for the network (hereinafter referred to as the “business platform for the network." ), the effectiveness in the promotion of university art design education, and it improve students' innovation ability. And the actual operation of the platform design to provide a preliminary exploration. In 2011 April Academic Degrees Committee of the State Council, the Ministry of education to add “art” for the thirteenth disciplines, design upgrades for the first grade discipline. New courses to adapt to the development of China's economic, social, science and technology and higher education, also indicated that the promote of art and design disciplines’ academic status. Focus on scientific and technological advances in today's world, the horizon of knowledge economy, national competitiveness and education in the comprehensive national strength in the important role of art and design college design education is the most fundamental task is to nurture students to become innovative, professional skills intensive, with good employment entrepreneurship modern design professionals.
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PRIGATANO, GEORGE P., JENNIFER A. GRAY, and VICKY T. LOMAY. "Verbal (animal) fluency scores in age/grade appropriate minority children from low socioeconomic backgrounds." Journal of the International Neuropsychological Society 14, no. 1 (December 14, 2007): 143–47. http://dx.doi.org/10.1017/s1355617708080089.

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Two hundred-thirteen children in grades 1 through 8 were asked to rapidly generate as many names of animals as they could in 60 seconds. These children were age appropriate for their grade level in school, did not receive any form of special education services, and as a group showed (estimated) average intellectual ability. They were primarily from minority (particularly Hispanic) backgrounds and came from families with low socioeconomic status. Normative data are presented. Hierarchical multiple regression analysis revealed that the age range/grade level score accounted for 21.5% of the variability in fluency scores and the Vocabulary level of the child accounted for an additional 5.7%. Level of performance on this animal fluency task was not lower than what has been reported in primarily white children from middle socioeconomic backgrounds. (JINS, 2008, 14, 143–147.)
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Cassoni, Cynthia, Marta R. G. Correia-Zanini, Edna Maria Marturano, and Anne Marie Fontaine. "Adaptive tasks: school transition from the 5th to 6th grade of elementary education." Psico-USF 25, no. 3 (September 2020): 481–92. http://dx.doi.org/10.1590/1413-82712020250307.

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Abstract Within the ages of ten and thirteen years, children experience changes in elementary school. Focusing on students from public schools, the aim of this study was to investigate whether, from the 5th to 6th grade, they change indicators of performance, social skills, self-satisfaction and support network, self-concept and stress dimensions from one grade to another. A total of 379 students (212 girls), with a mean age of 10.6 years (SD = 0.91), participated at the beginning of the study. Instruments: Social Skills Assessment System; Child Stress Scale; Proof Brazil; Questionnaire for Self-Concept Evaluation; Multidimensional Scale of Life Satisfaction for Children. The results indicate a decrease in social skills, self-concept and life satisfaction; indicators of stress symptoms and academic performance increased from the 5th to 6th grade. The results are partially in agreement with previous findings of adverse effects of transition.
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Grabauskienė, Vaiva, and Oksana Mockaitytė-Rastenienė. "Fostering Mathematical Creativity by Teaching Logically Precisely Reasoning at the Grade Two." Pedagogika 121, no. 1 (April 22, 2016): 23–40. http://dx.doi.org/10.15823/p.2016.02.

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In this article, the teaching of mathematical reasoning in the primary school is being analysed through the scope of mathematical creativity and their interconnections are being explained in more detail. Also, a construct of mathematical creativity is being defined. The logic of an empirical research is based on an idea that the lack of knowledge in mathematical syntax and, especially, incomprehension of semantic suppress the mathematical creativity. Wherefore, an analysis of content and number of children mistakes may let observe how the learning environment influences mathematical creativity. Methods: written survey, classical teaching experiment, content analysis. For the teaching of mathematical reasoning, the original purposefully created system of mathematical activities was used, based on a principle concrete-pictorial-abstract. The total number of researching type exercises done by children in an experimental class was thirteen, and the exercises were from different fields of mathematics. The previously mentioned method of teaching mathematics resulted in decrease in overall mistakes done by the children and it reached a one third. The changes in proportion between syntax and semantic mistakes were evident. After the experiment, the experimental class made as half as less semantic mistakes, in comparison to the control class. This indicated that learning by researching promoted mathematical creativity in children.
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Williams, Kelly J., Christy R. Austin, and Sharon Vaughn. "A Synthesis of Spelling Interventions for Secondary Students With Disabilities." Journal of Special Education 52, no. 1 (September 25, 2017): 3–15. http://dx.doi.org/10.1177/0022466917732777.

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This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compositions. For students with learning disabilities (LD) or emotional and behavioral disorders (EBD), spelling interventions usually emphasized study strategies, while interventions for students with other disabilities (orthopedic impairment, intellectual disability, and autism) emphasized the use of technology. Noticeably absent from these interventions were the direct teaching of phoneme to grapheme correspondences and morphemic approaches, which are often used with students in the elementary grades.
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Lund, Ragnhild Elisabeth. "Writing in EFL teachers’ education." Acta Didactica Norge 8, no. 1 (April 3, 2014): 1. http://dx.doi.org/10.5617/adno.1093.

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The national guidelines for teachers’ education in Norway state that EFL students should be able to work with two different dimensions of writing in their future classrooms. Learners are expected to develop their writing skills (learn to write), and they should use writing as a tool in the language learning process (write to learn). The teacher students should also be able to demonstrate good writing skills themselves. The guidelines do not, however, specify the kind of work students should do in order to meet these objectives. Thus, it is up to those who offer EFL courses to interpret the guidelines and decide how students’ work with writing will happen. The present article discusses the decisions that are made at thirteen institutions where English is offered as part of the integrated teacher training program for grades five to ten. My data are the requirements related to writing in local syllabuses, and the obligatory writing assignments that students have been given. The investigation shows that writing is a central element in the students’ work. However, the required writing functions primarily as a vehicle to ensure proper study progression and to provide a basis for assessment. In this way, it can be said to meet the institutions’ and the course instructors’ needs more than the students’ needs. The article calls for a pedagogy that is geared more towards helping students develop their writing skills and their ability to cater for work with writing in their future classrooms.
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Desrosiers, Pauline, Yvette Genet-Volet, and Paul Godbout. "Teachers’ Assessment Practices Viewed through the Instruments Used in Physical Education Classes." Journal of Teaching in Physical Education 16, no. 2 (January 1997): 211–28. http://dx.doi.org/10.1123/jtpe.16.2.211.

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The purpose of this study was to illustrate how experienced teachers assess students’ learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from several perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instruments. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both technical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a combination of both.
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Schram, Christine M. "A Meta-Analysis of Gender Differences in Applied Statistics Achievement." Journal of Educational and Behavioral Statistics 21, no. 1 (March 1996): 55–70. http://dx.doi.org/10.3102/10769986021001055.

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This meta-analysis of gender differences examines statistics achievement in postsecondary-level psychology, education, and business courses. Thirteen articles examining 18 samples were obtained and coded for the analysis. The average effect size was –0.08 standard deviation units favoring females; however, the results were heterogeneous. Although no model accounted for all between-studies variation, gender differences could best be predicted from the percentage of undergraduate students in the sample, the department offering the course, and the use of course grade or points for the outcome measure. Undergraduate males showed an advantage over undergraduate females. Univariate tests showed that males also significantly outscored females when the outcome was a series of exams. Conversely, females significantly surpassed males when the outcome was total course performance. Lastly, females outscored males in courses offered by business departments.
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Graham, Kathy C. "A Description of Academic Work and Student Performance during a Middle School Volleyball Unit." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 22–37. http://dx.doi.org/10.1123/jtpe.7.1.22.

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This article describes the movement tasks (Rink, 1985) in which students engaged during a 14-lesson volleyball unit in an eighth-grade physical education class, and the differential motor skill responses of high- and low-skilled target students during the practice of these tasks. Audio and videotaped records were made of each lesson. Analysis focused on the identification of the movement tasks that were verbally presented by the teacher during the lessons, the determination of students’ level of engagement in these tasks, and the frequency and rate of motor skill responses/successful motor skill responses during task practice for three high- and three low-skilled students. Thirteen major movement tasks were identified that formed a simple to complex progression of activities. A high level of consistent student engagement in tasks was observed, as well as differential performance outcomes for students of high/low skill levels. The results reveal the complexity of providing appropriate instruction for different skill levels in a class. Implications for research and teacher education programs are discussed.
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Al-Balawi, Abdullah Suliman, and Radman Mohammed Saeed. "The Professional Development Needs of Mathematics Teachers in Saudi Arabia." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (January 1, 2012): 114. http://dx.doi.org/10.24200/jeps.vol6iss1pp114-132.

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This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains.
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Dissertations / Theses on the topic "Thirteenth grade (Education)"

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Ndayitwayeko, Albert. "Assessment and comparison of environmental knowledge and attitudes held by thirteenth-grade general and technical education students in the Republic of Burundi /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487857546388616.

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Case, Jane N. "An exploratory study of school climate and student behavior in thirteen Delaware public elementary schools." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 244 p, 2008. http://proquest.umi.com/pqdweb?did=1475170991&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Conference papers on the topic "Thirteenth grade (Education)"

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Tack, Anaïs, Thomas François, Piet Desmet, and Cédrick Fairon. "NT2Lex: A CEFR-Graded Lexical Resource for Dutch as a Foreign Language Linked to Open Dutch WordNet." In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0514.

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You might also be interested in the extended bibliographies on the topic 'Thirteenth grade (Education)' for particular source types:
Journal articles
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