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Sixth Graders (sixth + grader)
Selected AbstractsSupporting inquiry learning by promoting normative understanding of multivariable causalityJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Alla Keselman Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 898,921, 2003 [source] Evaluation of sixth grade primary schoolchildren's knowledge about avulsion and dental reimplantationDENTAL TRAUMATOLOGY, Issue 4 2009Lithiene Ribeiro Castilho The avulsed tooth should be immediately reimplanted in its alveolus. This procedure can be performed by anyone at the accident site and not only by dental surgeons. Therefore, the purpose of this study is to evaluate the knowledge of sixth graders of the city of Araçatuba, SP, about dental avulsion and tooth reimplantation through a structured and standardized survey. Our sample consisted of 778 students. The data collected was processed using the program epiinfo 2000. Most students were around 12 years of age and 94.5% related to practice some kind of sports. Results demonstrated that the possibility of tooth reimplantation after dental avulsion is not acknowledged among these students and dental traumatism was associated to caries, toothache, and use of orthodontic appliances. Only 18.9% of the students associated dental traumatism to an impact trauma; 3.6% would store the tooth in milk, and 3.1% believed the tooth could be reimplanted by anyone present at the accident site. In summary, the results show an overall the lack of knowledge about dental traumatism and highlight the need of special programs designed to educate school-aged students about emergency procedures to handle cases of dental traumatisms. [source] Relationship between eye preference and binocular rivalry, and between eye-hand preference and reading ability in childrenDEVELOPMENTAL PSYCHOBIOLOGY, Issue 8 2008J. Fagard Abstract One goal of the experiment presented here was to check, in children, the relationship between eye preference when sighting at different angles and eye dominance in binocular rivalry. In addition, since it is sometimes argued that a crossed pattern of eye-hand preference might put children at risk of difficulties in learning to read, we evaluated the relationship between this pattern and reading achievement in first and sixth graders. Results showed that a majority of children are right-eyed for monosighting, and that intrinsic preference and spatial factor influence the choice of eye. As many children were right- or left-eye dominant, and eye dominance was not related to eye preference. We found no relationship between eye-hand preference and reading proficiency, thus not confirming that a crossed pattern of eye-hand preference might put children at risk of difficulties in learning to read. Consistent handers were more advanced in reading than inconsistent handers. © 2008 Wiley Periodicals, Inc. Dev Psychobiol 50: 789,798, 2008 [source] Perceptions of parent-child attachment, social self-efficacy, and peer relationships in middle childhoodINFANT AND CHILD DEVELOPMENT, Issue 4 2003Priscilla K. Coleman Abstract Relationships among attachment to each parent, children's social self-efficacy, and the quality of peer relations (attachment to peers and perceptions of victimization) were explored with 67 fifth and sixth graders (31 female) attending a rural elementary school. Results of hierarchical multiple regression analyses revealed main effects for gender and attachment to mother relative to the attachment to peers variable, with girls and more securely attached children reporting higher quality attachment to peers. Main effects were also detected for gender and attachment to father relative to social self-efficacy, with girls and more securely attached children exhibiting higher self-efficacy. No main effects were observed relative to the peer victimization variable. None of the interaction effects involving gender and attachment to each parent relative to attachment to peers, peer victimization, and social self-efficacy were significant. Finally, evidence for mediation of attachment to father on attachment to peers by children's social self-efficacy was revealed. Implications of the results are discussed and ideas for future research are provided. Copyright © 2003 John Wiley & Sons, Ltd. [source] Exploring Youth Development With Diverse Children: Correlates of Risk, Health, and Thriving BehaviorsJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 1 2009Laureen H. Smith PURPOSE.,This study explored the relationships between internal and external assets, risk behaviors, health behaviors, and thriving behaviors in diverse children. DESIGN AND METHODS.,The strength of relationships existing between measures, differences between group means based on gender, grades earned, and school, and confidence interval (p , .05) were tested in a sample of 61 urban sixth graders. RESULTS.,Few assets were related to substance use. Assets were related to delinquency acts, health behaviors, and thriving indicators. Group differences between schools and gender and the total number of assets were noted. PRACTICE IMPLICATIONS.,Supporting assets are important to consider when nurses perform assessments and design interventions to support youths in their maturation processes. [source] A Longitudinal Study to Determine the Effects of Mentoring on Middle School Youngsters by Nursing and Other College StudentsJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 4 2007APRN-BC, Sylvia M. A. Whiting PhD PURPOSE:, This study aims to utilize nursing and other college students in conducting a mentoring project aimed at determining outcomes of behavior and attitude of high-risk middle school students over a 5-year period. METHOD:, A quasi-experimental study with a sample of fifth and sixth graders was conducted in which mentored subjects were tested using multiple instruments and school data to identify behavioral and attitudinal outcomes. Statistical analyses were conducted using chi-square and one-way analysis of variance. FINDINGS:, Academically below-average males in the treatment group were the only cohort demonstrating significant change across all measures. The magnitude of change in this cohort, however, did significantly affect treatment group outcomes overall. Females in both treatment and control groups reflected similar changes. CONCLUSIONS:, Mentoring of schoolchildren is difficult to accomplish using college mentors because of time and schedule commitments. When college mentors are used, grade allocation seems to be a stronger incentive than when payment is the sole reward. Males whose grades are below average demonstrated positive outcomes from the mentoring experience. [source] Differences in Trait Anger Among Children with Varying Levels of Anger Expression PatternsJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 2 2006Marti Rice PhD PROBLEM:,Little research has been done with children to determine effects of using various patterns of anger expression on trait anger. The purpose was to examine differences in trait anger of children who indicated high, moderate, or low use of three patterns of anger expression. METHODS:,A convenience sample of 1,060 third through sixth graders completed trait anger and patterns of expressing anger instruments. FINDINGS:,High users of anger-out (anger expressed outwardly) had the highest trait anger for every grade while high users of anger-reflection/control had the lowest. CONCLUSIONS:,Anger-reflection/control may be more effective than anger-out in reducing trait anger in school-age children. [source] HUI M,lama O Ke Kai: a positive prevention-based youth development program based on native hawaiian values and activities,JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 8 2009Earl S. Hishinuma Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Mal,ma O Ke Kai (HMK), that emphasizes Native Hawaiian values and activities to promote positive youth development for fifth and sixth graders (N=110) in a rural Native Hawaiian community. Results indicated positive gains on youth self-reports in Native Hawaiian values, self-esteem, antidrug use, violence prevention strategies, and healthy lifestyle in Year 1, and in family cohesion, school success, and violence prevention strategies in Year 2. Parent reports of their children indicated positive gains in selected domains. Implications include the support for a promising culturally appropriate program, expansion to middle-school-aged youths, and parent involvement. © 2009 Wiley Periodicals, Inc. [source] Dyadic attachments and community connectedness: Links with youths' loneliness experiencesJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2001Heather M. Chipuer In this article, we explored the belongingness hypothesis by examining the influence of youths' dyadic attachments and community connectedness on their experiences of loneliness. Fifth and sixth graders (N = 187) reported on their attachments to their mothers, fathers, best friends, and their connectedness to their schools and neighborhoods. Self-reports of global loneliness, loneliness in the school and neighborhood contexts, and emotional and social loneliness were obtained. Youths' dyadic attachment to their best friends was more significant in accounting for their loneliness experiences than their attachments to either parent. Youths' connectedness to their school and neighborhood communities was significantly associated with their experiences of global, social, and neighborhood loneliness. The data suggest that youths' sense of community within their different environmental contexts (i.e., neighborhood, school) differentially influence their psychological well-being, as demonstrated by their associations to loneliness. The importance of creating communities that meet youths' needs is discussed. © 2001 John Wiley & Sons, Inc. [source] Supporting inquiry learning by promoting normative understanding of multivariable causalityJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Alla Keselman Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 898,921, 2003 [source] Active Parent Consent for Health Surveys With Urban Middle School Students: Processes and Outcomes,JOURNAL OF SCHOOL HEALTH, Issue 2 2010Molly Secor-Turner PhD BACKGROUND: To achieve high participation rates and a representative sample, active parent consent procedures require a significant investment of study resources. The purpose of this article is to describe processes and outcomes of utilizing active parent consent procedures with sixth-grade students from urban, ethnically diverse, economically disadvantaged K-8 public schools involved in an evaluation of a middle school service-learning program. METHODS: As part of the evaluation of the Lead Peace-Plus service-learning program, active parent consent was obtained for participation in school-based health surveys conducted with sixth graders in 3 schools. To achieve acceptable rates of parent permission, we employed multiple procedures including regular communication with school staff, incentives for involved schools and teachers, a multipronged approach for reaching parents, and direct encouragement of students to return forms through repeated classroom visits, individual and classroom incentives. We used Fisher's exact tests to compare selected characteristics among students whose parents weren't reached, those whose parents refused, and those whose parents consented to survey participation. RESULTS: We achieved a parent response rate of 94.6% among sixth-grade students. No significant differences in student gender, race/ethnicity, school, or free/reduced lunch status were identified across parent consent status groups. Rates of absenteeism were significantly higher (p = .03) among students whose parents weren't reached compared to other groups. CONCLUSIONS: Employing a multifaceted active parent consent campaign can result in high rates of parental response with limited sampling bias among an urban, ethnically diverse and economically disadvantaged group of middle school students. [source] | |||||||||||||