Junior school

Abstract: This study is specifically designed to measure the effectiveness of Contextual Teaching and Learning (CTL) on the students’ scientific attitude and achievement in Natural Science among Junior school students in Pekanbaru, Indonesia. This quasi experiment involved some 215 Form VII students from three public schools, segregated based on their existing cognitive abilities. The CTL materials was developed by applying RANGKA strategy. Overall, the findings revealed that there is significant difference exist across experimental groups in terms of students’ achievement. However, there is no significant difference in terms of scientific attitude. These findings contribute significant implications for the enhancement of scientific thinking skills among various students’ capabilities and different categories of school. Contextual teaching strategy is found appropriate in achieving the above dimensions in heterogeneous schools. This is due to the fact that the RANGKA contextual learning strategy as developed in this study focuses on the right way for students to learn.

Abstract: The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas and for selected background characteristics. The results reveal the existence of differential effectiveness (differential school slopes) for both measures of prior attainment. No evidence of differential effectiveness for pupils of different groups (sex, social class, ethnicity) is found. The presentation of schools’ test results is also examined. Raw test averages are compared with school‐level residuals from multilevel analyses. Marked differences in schools’ rank positions are found and the implications for the publication of ‘league tables’ of schools’ ...

Abstract: Introduction -- Targets for Dyslexia Research. Part 1. Biological bases. Genetics. Cerebellum. Magnocellular. Anatomy. Part 2. Cognitive Responses in Infancy. Part 3. Intervention. Theory and Practice of Intervention. Intervention for Reading With Computers. Part 4. Treatment and Prevalence. Treating The Whole Person. Prevalence of Dyslexia. Part 5. Good Practice in identification and Intervention in. Pre--school Children. The Infant School. The junior School. The Secondary School. Adults. Higher Education.

Abstract: Summary. Almost all the children in a Junior school were tested individually, along the lines initiated by Piaget, in an effort to trace the development of the concept of invariance of substance, and to establish the arguments used by children to justify their answers. The three stages in the development of the concept given by Piaget have been confirmed, and some children give reasons for conservation similar to those proposed by him. On the other hand, our evidence does not always agree with that of Piaget, nor does it enable us to prove or disprove the assumption that the child arrives at the concept of conservation because he is able to argue logically in concrete situations.