Moderating Variable—Depression. Self-reported depression symptoms were measured with the French version of the In- ventory to Diagnose Depression (IDD; Pariente, Smith, & Gu- elfi, 1989; Zimmerman & Coryell, 1987a). This 22-item in- strument covers the main symptoms of depression according to DSM-IV-TR criteria (American Psychiatric Association, 2000). Each item is rated using a five-point scale from 0 to 4, denoting increasing severity. A threshold is applied on each symptom to determine clinical severity: a score of 0 indicates no distur- bance, a score of 1 indicates only subclinical severity, while a score ≥ 2 indicates clinical severity. Depression was determined when participant reported severe anhedonia or depressive mood, one symptom in at least four of the other symptom groups, and did not meet the criteria for bereavement, bipolar disorder, or depression-like health problems (e.g. thyroid dysfunction). No depression was coded 0 and depression was coded 1. The life- time IDD was administered at wave I to control for history of depression, and the annual IDD was used in wave III to assess the severity of depression symptoms in seventh grade. Al- though the retrospective nature of the IDD could introduce bias, studies have shown that recall of depression in childhood and adolescence is reliable (Masia et al., 2003). Both versions pre- sent remarkably strong psychometric properties (α = .90 to .92) across cultures and populations with adolescents and adults (Ackerson, Weigman Dick, Manson, & Baron, 1990; Ruggero, Johnson, & Cuellar, 2004; Sakado, Sato, Uehara, Sato, & Ka- meda, 1996). More specifically, IDD cases show a 91% con- vergence with Diagnostic Interview Schedule (Robins, Hlezer, Croughan, & Ratcliff, 1981), with a sensitivity of 74% and a specificity of 93% (Zimmerman & Coryell, 1987b). Our sample yielded Cronbach’s alphas ranging from .90 - .93.
The most emphatic and animated of the group, Courtney has strong opinions about life and how people should treat each other. Wearing a skirt that covered her knees, she was the only participant wearing glasses. Courtney quickly, almost defensively, professed her Christian faith and indicated that it was her faith that caused her to dress the way she did. Courtney also said that she believed it was her dress and faith that caused her to be picked on by others. Academically, Courtney’s sixth grade year mirrored her elementary experience, where she made mostly C’s while barely passing EOG tests. In the seventh grade, however, Courtney’s grades were mostly D’s and F’s. Although she passed her EOG’s (low III’s) and attended summer school, Courtney was still retained. The shortest girl, this thirteen-year-old African American female on reduced lunch, was one of the more immature acting of the group. She often interrupted others in the focus group with her overly expressive comments. With eyes wide, head weaving, and hands on hips, Courtney would focus her anxiety on the boys in the group, trying to get them to notice her, whether positively or negatively.
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The purpose of this study is to investigate the effect of using web-based curricula on seventh grade students' achievement in mathematics in King Abdullah School in Irbid, Jordan. The researcher followed the equivalent pre/post T-test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty five questions on statistics and probability. The sample of the study comprised of (148) seventh grade students, they were 37 male students for the experimental group and 33 male students for the control group, while the female students for the experimental and control group were 38 and 40 respectively from King Abdullah School in Irbid during the first semester of the scholastic year 2009/2010. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' mathematical test to experimental and control groups. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups, gender variable (male and female), and interaction between them. The findings of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researcher proposed some recommendations to enhance the effect of using performance-based assessment on students' language accuracy such as conducting further studies on other populations and for a longer time.
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Abstract. The purpose of this study is to examine how the seventh-grade students visualize the atomic structure and models in their minds. The problem of the study is “How do the seventh grade students visualize the atomic structure and models?” This study is conducted with 25 seventh- grade students in a state school, Bursa. Qualitative research methodology was adopted in the study. As data collection tools, worksheets were collected via four different activities by the researcher. Data collection process took two weeks (eight lessons). Worksheets consist of different questions about atom and structure and also atom models. For the validity and objective evaluation of the worksheets, an analysis schema was prepared for four different activities by a subject instructor and two science teachers with two or four years teaching experiences. Analysis schema and worksheets were re-evaluated by the science teacher with three years of teaching experiences. Consequently, students’ visualization of the atom structures do not match with the scientific models. And also, students confuse the basic concepts about atomic structure.
Abstract: The purpose of this study was to develop student’s worksheet design based on PBL to improve student’s problem solving abilities of seventh class. The development model used in this study is the ADDIE development model. The steps in this study are analysis, design, development, implementation, and evaluation. The subjects in this study were seventh grade students of Muhammadiyah 1 Junior high school in Depok, in Indonesia. The objects in this study are curriculum, material, and student characteristics. The results in this study are, first, studen ts need teaching materials that are in accordance with the curriculum, material, and characteristics of students who can improve problem solving skills. Second, the design results in this study include cover, preface, and table of contents, instructions for using student’s worksheet, basic competencies, supporting information, work steps, and individual assignments. The results of design validation show that the student’s worksheet has very good criteria with an average value of 43. Index Terms: Student’s worksheet, Problem Based Learning, Problem Solving
The Effect of Using Web Quest on Improving Seventh Grade Female Students' Writing Skills in Southern AL- Mazar Directorate of Education. The purpose of this study is to investigate the effect of using Web Quest on improving seventh grade female students' writing skills in southern AL-Mazar of education. To achieve the purpose of the study, a pre-post test was constructed to measure students' achievement in writing skills of 11 items on English language. The sample of the study comprised (100) seventh grade female students who were randomly selected from three schools, and was distributed into two groups: the control group (30) female students which was taught using the conventional method and two experimental group; the first group was (35) female students who were trained for (2 hours) and the second group was (35) female students who were trained for (4 hours) on using web quest. The findings of the study indicated that there were statistically significant differences at (α =0.01) between the experimental group and the control group in favor of experimental group, and there were statistically significant differences at (α =0.01) between the (two hours) and (four hours) at experimental group in favor of the (four hours). In light of the findings of the study, the researchers suggested the following recommendations; the need to apply the Web Quests in the educational process in the Jordanian schools and the need to training teachers in how to use the Web Quests and its application in the educational process.
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There are many studies examining the effect of scientific argumentation on the attitude toward science. A number of studies conducted at various grade levels showed a significant change in the attitude (Balcı, 2015; Doğru, 2016; Erdoğan, 2010; Küçük, 2012; Çakır, 2011), whereas in some studies no change has occurred in attitude toward science (Altun, 2010; Özkara, 2011; Sağır, 2008). However, there are very few studies investigating the effects of scientific argumentation on environmental attitude and environmental knowledge (Burek, 2012; Deniz 2014; Fettahlıoğlu, 2012). In environmental education, there is no study investigating the effect of scientific argumentation on environmental attitudes and knowledge of seventh-grade students. In addition, one of the gains of the science course is rising environmentally literate individuals (Fettahlıoğlu, 2016). Therefore, students’ attitudes toward the environment and environmental knowledge should be improved. Considering the importance of gaining environmental consciousness especially for young individuals, it is important to investigate the effect of this method on the environmental attitudes and environmental knowledge of seventh-grade students within the “Human and Environment” unit.
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study of educational intervention quasi-experimental pre-post test with quantum-quantitative control group in adolescents of the Basic Secondary School “Antonio José Oviedo” of the municipality of San José de las Lajas, during the school year from doctors previously trained for the study in question. Methodologies were applied for the prevention of STIs-HIV / AIDS in adolescents and young people in the school setting [12-15]. The study universe consisted of 150 7th grade students. Shows 60 students selected by the simple random method. It was conditioned by the requirements of the activity according to the number of participants, the goals and pedagogical methods to be used.
When planning, teachers started with the state language arts standards as a guide to what was to be taught, which in all cases were either the standards directly or through district curriculum documents. Tyler (1949) wrote, “The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that the instructional activities can be planned and developed in a way likely to attain these objectives; that is, to bring about these changes in students” (p. 45). For example, from Jocelyn’s curriculum the standard says Goal 4.2: Acquire Expository (Informational/ Research) Writing Skills, with objectives: By the end of Grade 7, the student will be able to: 7.LA.4.2.1 Write technical text that identifies and sequence of activities or process and 7.LA.4.2.2 Write a research report that supports a main idea with details compiled through a formal research process. This might imply rigidity in planning, but it didn’t. Rather, it appeared to add professional rigor that led to successful learning as measured on the state assessments.
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selection. The overall range for these 10 students was level M (late 2 nd grade) to level W (early 6 th grade), and progress was measured by individual student growth over time, not reaching a specific grade level. The norm passage rate for an independent text level is 95% accuracy with at least 70% comprehension. In order for a student to score 100% comprehension, he or she would have to go beyond the text by inferring or drawing conclusions to indicate a deeper understanding. Therefore, 90% comprehension is an exceptional comprehension score. In order for a level to be considered passed, a student must pass both accuracy and comprehension. As always, individual student skills and needs are considered, and by the seventh grade, in the case of lower accuracy (but still above 90%) and exceptional comprehension, a student may attempt the next level to determine how much information the student is able to gain from a particular text. My students do have learning differences that could affect decoding accuracy even when the student is gaining a great deal of information. Although it can limit comprehension, by the seventh grade words per minute is not always an indicator of appropriate text level. Fountas and Pinnell results for the ten participants in this study are charted below (see Table 4.2 below).
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Means, standard deviations, and scale reliabilities for study constructs can be found in Table 1. Measures demon- strated satisfactory reliability: Cronbach’s alphas for all scales were at least .90. Overall mean levels suggested a generally positive experience for students, both in the gar- den and in science classrooms. The combined measure of students’ motivational experiences in the garden, as well as each of its subcomponents, in spring of sixth grade av- eraged about a 4 on the 1–5 scale, indicating that students and teachers both reported that positive items were “mostly true” (4) and negative items were only “a little true” (2). In terms of science outcomes, mean levels on all four variables also indicated generally positive processes during both spring of sixth grade and fall of seventh grade. Students endorsed as “mostly true” statements about their energized, effortful engagement in science class, about learning a lot in science, and about their science identity as someone who would belong in, and be interested in pursuing, a career or studies in science. Students earned an average “B” grade in science in both spring of sixth grade and fall of seventh grade.
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The sample consisted of adolescents participating in Project TRAC (Talking about Risk and Adolescent Choices), a sexual risk prevention trial for at-risk early adolescents that enrolled 420 participants from 5 urban public mid- dle schools in Rhode Island between 2009 and 2012. Eligible youth were in the seventh grade, between 12 and 14 years of age, and identi ﬁ ed by school coun- selors, nurses, and administrators for symptoms of behavioral or emotional dif ﬁ culties. These school professionals were provided with a standardized checklist of symptoms (eg, withdraw- ing, hyperactivity, nervousness, de- clining grades) to assist in identifying students. Students were excluded if they were pregnant, self-identi ﬁ ed as HIV-positive, were developmentally delayed, had a history of sexually aggressive behavior, were unable to participate in groups in English, or had a sibling in the project. School staff obtained permission for study staff to contact families and obtain face-to-face consent and assent.
review board approval, students from 5 urban Rhode Island public schools were enrolled between September 2009 and February 2012. Inclusion criteria included being in the seventh grade, 12 to 14 years old, English-speaking, and exhibiting at least 1 symptom of emotional or behavioral problems or suspected sexual or substance use behavior. School professionals identified at-risk students by using a form listing mental health symptoms (eg, withdrawing, hyperactivity, nervousness). Exclusion criteria
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Abstract This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education. STEM-CIS and SPST was used data collection instruments in this study. SPSS package program was used to analyse the data obtained from research. When we consider STEM career interests, it was determined that career interest of students in the fields of Science and Mathematics were higher than their career interests in Technology and Engineering. When averages of STEM-CIS were considered, career interest in Engineering was lower than career interests in other fields. In accordance with findings obtained via STEM-CIS and SPST scales, it is determined that there are low or medium-level relations between STEM career interest and science process skills. It is observed that there are medium-level relations between career interest of Science, Technology and Mathematics and science process skills. The relation between science process skills and Engineering career interest is rather low level.
The current study indicates that experiences of peer victimization in early adolescence may have a lasting impact, affecting mental health and substance use behaviors during mid- to late adolescence. More specifically, our results from 3 US metropolitan areas show that youth who experience more frequent peer victimization in the fifth grade are more likely to engage in alcohol, marijuana, and tobacco use in the tenth grade. The mediational pathways are consistent for all examined substances; more frequent experiences of peer victimization in the fifth grade are associated with more depressive symptoms in the seventh grade, which, in turn, are associated with a greater likelihood FiGuRe 1
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The purpose of the study was to investigate the effects of mathematics instruction supported by dynamic geometry activities on seventh grade students’ achievements in the area of quadrilaterals, based on their van Hiele geometric thinking levels. The study followed a nonrandomized control group pretest and posttest research design. Participants of the study were 76 seventh grade students. Students in the experimental group worked in a learning environment supported by dynamic geometry software while other students worked in their conventional settings. The results of the study indicated that there is a significant interaction between the effects of method of teaching and van Hiele geometric thinking levels on students’ achievement levels in area of quadrilaterals. In addition, mathematics instruction supported by dynamic geometry activities has significant effects on seventh grade students’ achievement in the area of quadrilaterals. Moreover, the results revealed that students in the dynamic geometry supported instruction group received significantly higher scores in the area of quadrilaterals than students in the traditional instruction group when students are at second level of van Hiele geometric thinking.
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likely to be the strongest for areas that are strongly predictive of later achievement and in which many children’s understanding is poor. (p. 691) This “educational payoff” is even more significant when considering the possible ramifications throughout a student’s entire academic education including college. Gervasi (2004) identified a strong correlation between “taking algebra in eight grade … [and] taking advanced math courses in high school which in turn was found to be strongly associated with a higher likelihood of going to college” (p. 25). Gervasi (2004) also stated that research has also identified that “success in math is actually a predictor of success in college” (p. 3) and that “[d]etermining the factors that predict students’ achievement in mathematics is worthy of our consideration as many students fail or drop out of college mathematics courses, more so than any other academic discipline” (p. 6).
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the independent variable. The dependent variables were friend and peer afﬁliate age and friend and peer af ﬁ liate alcohol abuse. There were statistically signi ﬁ cant differences between pubertal timing groups on best friend age at grade 7 and the average age of all peers nominated as af ﬁ liates in grade 7 ( F [2, 597] . 4.06, P , .02). There were also statistically signiﬁcant differences between pubertal timing groups on alcohol abuse reported by the best friend at grade 7 and alcohol abuse reported by all peers nominated as afﬁliates in grade 7 ( F [2, 597] . 3.02, P , .05). Compared with on-time and late maturing girls, early maturing girls in grade 7 had best friends and peer af ﬁ liates who were older ( d . 0.33) and who reported higher rates of alcohol abuse ( d . 0.35).
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Creative drama grants students not only an opportunity to display their thoughts physically, orally and written but also enables them to interpret the expressions of peers. Characteristic of learning through creative drama is the development of shared meaning through the social construction of knowledge. The primary purpose of this study is to develop seventh-grade students’ conceptual understanding of some genetic concepts, attitudes toward biology learning and awareness of foren- sic science. The pedagogy of creative drama consisted of determining blood types and differences in human fingerprints. Twenty students took part in this study. Data sources consisted of student journaling, classroom observations, students’ responses to attitude survey and subject evaluation forms. Students learned that within the scope of creative drama activities, how the blood group determination and the cause of people’s fingerprints were separate from each other. In everyday life, they realized how important biology is, especially in criminal work. Changes in students’ atti- tudes toward biology indicated a positive direction because of the extraordinary teaching method. All of the participants contribute the creative drama activity keenly. Students’ attitudes toward the pedagogy of creative drama suggest that students should be approached with this sort of learning at an early age.
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achievement (Parsons, 2008). United States urban schools, which are schools serving high-poverty and high-minority populations, face significant obstacles due to the characteristics of their neighborhoods, student backgrounds, teacher preparation, and school level resources (Ruby, 2006). In 2005, the NCES conducted the first Trial Urban District Assessment (TUDA) in science to examine the performance of fourth and eighth grade students in 10 large urban districts. These urban districts serve student populations that are more diverse than the nation’s public schools overall. In general, large urban districts educate 25% of all school-age students, 35% of all poor students, 30% of all English-language learners, and nearly 50% of all minority students (Hewson, Kahle, Scantlebury, & Davies, 2001). The percentage of eighth-graders performing at or above Basic in science ranged from 22% to 52% in the districts, compared to 57% for the nation (NAEP, 2009). The percentage of eighth-graders performing at or above Proficient in science ranged from 6% to 27% in the districts, compared to 27% for the nation (NAEP, 2009). The results from the TUDA data demonstrate that urban middle school students’ science achievement is lower than the rest of the nation’s public schools.
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