...1 Teenagers’ Reasons for Listening to Music and the Students’ Perception of the Effects of Listening When Completing School Assignments1 Jennifer Adriano Educational Leadership Doctoral Program Thomas DiPaola Educational Leadership Doctoral Program Center for Research and Evaluation The Alan Shawn Feinstein Graduate School Johnson & Wales University 1 Paper presented at the 42nd annual meeting of the New England Educational Research Organization, April, 2010, Portsmouth, NH. 2 Introduction Music is a significant part of our lives. People listen to music on the radio at home and in their car; they watch music videos on television or hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in...
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...Case Study K-5 Math Endorsement ME: Course 1-2013-Bibb Denna R. Bradford 2305 Kingsley Drive Macon, Georgia, 31204 478-719-2943 dbradford.williams@bibb.k12.ga.us Instructor: Mrs. Karen Crider Table of Contents I. Background Information Table on Student 1 and Student 2 ……………... II. Student 1 – IM …………………………………………………………… A. Student Interview. III. Student 2 – AM …………………………………………………………… A. Student Interview IV. Assessment, Discussion, and Presentation of Tasks ……………………… A. Number Sense V. Analysis and Interpretation of Data ……………………………………… A. Analysis B. Interpretation of Data VI. Misconceptions ……………………………………………………………... A. Student 1 – IM B. Student 2 – AM VII. Intervention Plan …………………………………………………………... A. Student 1 – IM B. Student 2 – AM C. Anchoring Instruction Activities………………………………………. VIII. References …………………………………………………………………... 2 3 4 5 6 7 9 10 11 I. Background Information Table on Student 1 and Student 2 |Background Information ...
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...1 Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University Electronic copy available at: http://ssrn.com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students possess a high level of...
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...“Memorizing math facts is the most important step to understanding math. Math facts are the building blocks to all other math concepts and memorizing makes them readily available” (EHow Contributor, 2011). To clarify, a math fact is basic base-10 calculation of single digit numbers. Examples of basic math facts include addition and multiplication problems such as 1 + 1, 4 + 5, 3 x 5 and their opposites, 2 – 1, 9 – 4, 15/5(Marques, 2010 and Yermish, 2011). Typically, these facts are memorized at grade levels deemed appropriate to a student’s readiness – usually second or third grade for addition and subtraction and fourth grade for multiplication and division. If a child can say the answer to a math fact problem within a couple of seconds, this is considered mastery of the fact (Marques, 2010). Automaticity – the point at which something is automatic- is the goal when referring to math facts. Students are expected to be able to recall facts without spending time thinking about them, counting on their fingers, using manipulatives, etc (Yermish, 2011). . In order to become a fluent reader, a person must memorize the sounds that letters make and the sounds that those letters make when combined with other letters. Knowing math facts, combinations of numbers, is just as critical to becoming fluent in math. Numbers facts are to math as the alphabet is to reading, without them a person cannot fully succeed. (Yermish, 2011 and Marquez, 2010). A “known” fact is one that is “answered...
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...respond to student inquiries from any other e-mail address. See Policy #157: Establishment of Student Email Accounts for Official University Communication www.ryerson.ca/senate/policies/ for more detail. EMAIL SUBJECT LINE FORMAT FOR BUS100: Always end your email with your name and student number. Without using any commas, colons or dashes, please fill in the email subject line as follows: BUS100 Section Number Your Full Name a 2 or 3 word descriptor e.g. Subject: BUS100 Section 011 Joe Smith Math tutorial question Subject: BUS100 Section 301 Jane Smith Get Connected question Your section number is on RAMSS or on your timetable. If you do not address your email subject line in this way, the response to your email might be delayed due to tracking difficulties. KEY CONTACTS: Your facilitator is your first point of contact for most BUS100 and school related questions, however the following contacts may prove to be useful for special inquiries. For Math Proficiency inquiries: Contact Jack Koenka at jack.koenka@ryerson.ca For Ted Rogers School of Business Management (TRSBM) general information: Visit the 7th floor information counter in TRS1-004 or email asktrsbm@ryerson.ca For the School of...
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...ANS acuity during infancy and math achievement later in childhood. 2. This research was conducted using a longitudinal study design of 6 month old infants and 3 and a half year old children. 3. Researchers define the approximate number system as a cognitive ability that allows us to infer an approximation of numbers without the need to count or rely on numerical symbols. 4. It was important for researchers to test ANS before formal education because learning the early math concepts such as the verbal counting system may make ANS acuity greater. 6 month old infants are not familiar with verbal or written...
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...5 Reading, Writing, and Speaking in Mathematics As teachers of mathematics, we sometimes forget that the words and phrases that are familiar to us are foreign to our students. Students need to master this language if they are to read, under stand, and discuss mathematical ideas. -Thompson & Rubenstein Thompson and Rubenstein were referring to the issue of language and mathematics learning in mainstream classrooms. They state vocabulary or the fluent use of terminology is a necessary condition for overall mathematics achievement. If the learning of mathematics is highly dependent on its language and the teaching of math vocabulary is crucial, it is doubly so for ELLs. English language learners in secondary schools should have many opportunities to communicate their mathematical ideas and questions. Talking and writing about their mathematical thinking helps ELLs build word knowledge and oral expression and clarify their thinking. Discussions with the teacher or peers are also useful monitoring tools for teachers. Through listening and recording student conversations and peer problem solving, teachers can monitor individual student progress. Mathematics is no longer viewed as isolated, individualistic, or competitive. Mathematics problems are ideally suited to cooperative group discussions because they have solutions that can be objectively demonstrated. Students can persuade one another by the logic of their arguments. Mathematics problems can often be solved by several...
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...Pictorially, Scenario, Purchases, Journal Lesson Summary: The purpose of this lesson is for students to use number, operation and quantitative reasoning skills as well as demonstrate the ability to determine the value of a collection of coins. This is primarily an inquiry based lesson where students will be using a performance task which will be used to “place” students in a situation which could occur in “real life” involving money falling from their pocket, and a friend’s pocket, onto the ground. Students will have to use mathematical skills and reasoning to figure out which of the 16 coins they find on the ground belong to them and to their friend and the dollar amount to which each persons coins add up to. In part two of the performance task, students will again use empathy as they “visit” the school store. Students will have figured out how much money they have to spend in the school store in part one of the performance task. Students will be allowed to buy as many items as they can in the school store with one caveat – they must have one coin left over after their shopping spree. Established Goals: MST Learning Standard #3: Math 2. Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas. 3.M.7 Count and represent...
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...Writing with Basic Statistics). Ms. Loreta Figueroa Research Adviser April 2011 ACKNOWLEDGEMENT First of all, to God be the glory, a grateful thanks to Him. For all the wisdom and knowledge that He has given to me. And also thank you, for giving e the strength and health to do this project work until it done. Not forgotten to my family for providing everything, such as money, to buy anything that are related to this project work and their advice, which is the most needed for this project. Internet, books, computers and all that as my source to complete this project. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then I would like to thank my teacher, Ms. Loreta Figueroa for guiding me and my friends throughout this project. We had some difficulties in doing this task, but she taught us patiently until we knew to do. She tried and tried to...
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...the year math SOL assessment. Each year the school sets attainable goals in mathematics to ensure our students have learned the basic math competencies for their grade level in order to be success 21st century citizens. Over the past two years, Clermont has not met their School Improvement Goal for mathematics in grades 3-6. Fifth grade, in particular, has seen a tremendous drop in math achievement over the course of 2 years. For the 2013-2014 school year 73% of students passed the grade 5 math SOL assessment. According to preliminary SOL data, only 44% of students in 5th grade passed the grade 5 math SOL with a score of 400 or...
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...MN 325-final test 1. The Vroom-Yetton Leadership Model—indentify and explain the five decision-making styles. Explain how three of the situational factors affect the degree of involvement by subordinates. The question will indicate which factors to explain and a general response is expected. ∙ Autocratic I (AI)—a manger solves a problem using the information that is already available ∙ Autocratic II (AII)—a manager obtains additional information from subordinates and then solves the problem ∙ Consultative I (CI)—a manager shares the problem with subordinate on an individual basis and obtain their ideas and suggestions. Again, the manager chooses a solution to the problem at hand ∙ Consultative II (CII)—a manger shares the problem with subordinates as a group. The final decision may or may not reflect subordinate input ∙ Group (G)—a manager meets with subordinates as a group. However, the manager acts as a chairperson who focuses on directs discussions, but does not impose his or her will on the group. True subordinates’ participation, in a democratic sense, is sought. ∙ Situational factors: o (A)—does the problem posses a quality requirement? o (B)—Do I have sufficient information to make a high-quality decision? o (C) –Is the problem structured? o (D)—Is acceptance of the decision by subordinates important for effective implementation? o (E)—If I were to make the decision by myself, am I reasonably certain that it would be...
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...Math 7/Math 7 Honors Winter Break Homework Practice ! December 23, 2015 – January 1, 2016 PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS Office of Academic Programs Department of Curriculum and Instruction Name: _______________________________________ Mod: _____________ NOTE TO STUDENT This Winter Break Packet has been compiled to complement middle school mathematics classroom instruction aligned to Maryland College and CareerReady Standards (MCCRS). It is intended to be used for review and practice of previously taught and new concepts. We strongly encourage you to work diligently to complete the activities in this packet. You may experience some difficulty with some problems in this packet, but we encourage you to explore and attempt to find a solution to the best of your ability. Upon returning to school, your teacher will explore and discuss with you various solutions to solving each problem. ! ! ! ! MATH 7/Math 7 Honors Winter Break Homework Packet 2015–2016! ! Name: _______________________________________ Mod: _____________ ! ! City Centers Scale drawings and maps of cities can be very helpful for determining distances between important landmarks. With the right map and a little planning, a vacation to a place like Washington, D.C., can be both fun and informative. PART A Using your ruler and graph paper provided in this packet, create a scale drawing of a city center. Use the information below to create your drawing. The scale...
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...teaching GCSE maths re-sits has changed during the course. My thinking about teaching GCSE maths re-sits has changed in that I’m more focused on improving the learning of my students. Simplistically, before it may have been a case of “What do they need to know?” and then relaying what the student needs to know for that particular subject, in a clear and concise manner, which may have been “got” by most students, but then they would have forgot the method shortly afterwards when it came to a formative or a summative assessment. Now I’m more determined to help students learn in a way that is going to be enjoyable to them and help them remember what they need to for the exam. This will involve doing more kinaesthetic and visual activities as a lot of learners learn by doing. Realistic Mathematics Education (RME) The course has introduced me to Hodder Education’s range of books called ‘Making Sense of Maths’ for KS3 and KS4 (http://www.hoddereducation.co.uk/makingsenseofmaths). Mr Gough, a maths teacher and one of the authors of the aforementioned book(s) states the following: “My experience of teaching GCSE Foundation Tier is that by the time they get to KS4 they’ve already covered most of the content and they’re having the same content repeated in the same way that they found difficult in the first place so my experience of using this approach is that it seemed very different to them and it reinvigorated their interest in maths and they were very positive about maths lessons...
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...objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side, flat/curved surface- Students draw/sketch a rectangular prism in maths books and label as much as they can e.g. sides, edges, faces, vertex etc. Students continue to draw as many 3D shapes as they can - Discuss 3D object in a variety of contexts e.g. buildings, packaging | - Students are familiar with the names and some features of 3D shapes | N/A | EnglishEN2-1A | LinguisticVisual/ spatial |...
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...answers to question #4 in case 2.1 and question #5 in case 2.2 differ from yours, please ask them to explain how they arrived at their diagnosis. If the two classmates you responded to have the same diagnosis for the cases as you do ask them what psychosocial intervention would they use with these clients and why are they making these treatment recommendations. When diagnosing the case, please list the symptoms that are supportive of your diagnosis. Case 2.1 2.1-1 How would you describe the presenting problem? Inattention and hyperactivity/impulsivity in addition to unexpected...
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