Learning Styles in Relation to Academic Performance in Middle School Mathematics

Research was conducted with middle‐school Kuwaiti children to assess the effectiveness of student learning styles in predicting students' academic performance in Mathematics. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Markova learning style‐tutoring program. Results show that the students in the experimental group (mean = 45.91), whose learning styles were accommodated for, performed better than the students in the control group who studied using the traditional method (mean = 43.80) of teaching. Gender, type of school attended, and area in which the students lived were all analyzed within the experimental group. The experimental group results show that the highest‐grade improvement in Mathematics was found to be predominately male students attending private institutions, and living in the urban areas of Kuwait. Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information. Unfortunately, little attention has been given to how children think (Markova, 1992). Often, it is assumed that students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, stimulation which could open up their minds in so many ways (Markova, 1992). Student's academic performance is a matter of concern to educators, parents, and students themselves. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively referred to as his or her learning style (Felder and Henriques, 1995). Unfortunately, the manner in which children acquire the information to perform well academically is too often ignored. Considerable research has examined the relationship between students' learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased. Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process (1993). The results of a study by Dunn et al. (1995) suggested that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students for whose learning style had not been accommodated. Many researchers have reported that students often classified as poor achievers, learning disabled, at‐risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences (Stone, 1992; Perrin, 1990; Elliot, 1991; Andrews, 1990). Children suffer deeply when their natural way of thinking, of absorbing and processing information, of creating and expressing is criticized, mocked, or ignored (Markova, 1992). However, learning efficiently empowers children to gain confidence since many believe they have learned a skill only after they can perform it easily. Markova acknowledges that many approaches to understanding individual differences include something about the fact that most of us have one sense we are most comfortable using in the learning process. Understanding these patterns of processing information is crucial to finding the most effective ways to educate our children. Markova has identified six patterns of personal thinking, which are different combinations of the perceptual kinesthetic (K), auditory (A), and visual (V) channels. He posits that information is first received by the conscious mind, sorted by the unconscious mind and finally integrated by the subconscious mind (Markova, 1992). The six different combinations (KAV, KVA, AVK, AKV, VKA, and VAK) are referred to as personal thinking patterns and determine the most comfortable and effective way for each learner to learn.     

The Race Gap in Student Achievement Scores: Longitudinal Evidence from a Racially Diverse School District

Black and Hispanic students often display substantial gaps in test scores when compared to White students at all levels of education. In this article, we examine when and how the Black-White and Hispanic-White test score gaps develop in the early elementary grades in a California school district with a large minority population, where more than 80% of the students are Black or Hispanic. We use multivariate analysis to predict the annual reading and math test scores of a student cohort from first through fourth grade controlling for various school and family factors. We find that in this racially diverse school district achievement gaps do develop, for both Black and Hispanic students. However, in comparison to the Black-White achievement gaps, the Hispanic-White gaps develop later, in particular in math, and they are half the size of the Black-White achievement gaps. The eventual widening of the gaps for Hispanic and Black students does not seem to be the result of minority students attending schools of less quality. Finally, in contrast to previous studies with fewer minorities, the estimated achievement gaps by the fourth grade are small. ¹     

English-Language Assistance Programs, English-Skill Acquisition, and the Academic Progress of High School Language Minority Students

Utilizing the 1988–1992 surveys from the Restricted-Use National Education Longitudinal Study of 1988, I find that language minority students who received English-language assistance (ELA) programs beyond the third grade reported lower English-skill acquisition and made smaller academic progress in high school than their peers. Moreover, while the type of high school ELA program (e.g., bilingual education) differently affected scholastic outcomes, students in such programs did not surpass their counterparts in monolingual-English classes on average.     

高中生如何提高英语写作能力

中学英语教学是为了提高学生听、说、读、写的基本能力。英语写作教学也变得越来越重要。同时,写作能力是以读和听为基础的,写作能力的提高也有助于其他能力的提高。     

School Vouchers and Student Attainment: Evidence from a State‐Mandated Study of Milwaukee's Parental Choice Program

In this article we examine educational attainment levels for students in Milwaukee's citywide voucher program and a comparable group of public school students. Using unique data collected as part of a state‐mandated evaluation of the program, we consider high school graduation and enrollment in postsecondary institutions for students initially exposed to voucher schools and those in public schools at the same time. We show that exposure to voucher schools was related to graduation and, in particular, to enrollment and persistence in a 4‐year college. These differences are apparent despite controls for student neighborhoods, demographics, early‐career test scores and—for a subsample of survey respondents—controls for parental education, income, religious behavior, and marital status. We conclude by stressing the implications for future scholarship and policy, including the importance of attainment outcomes in educational research.     

Which national group will I identify myself with? The role of preferred and perceived identity representations

Research shows that the more people identify with a national in‐group, the more their citizenship representation becomes in line with the citizenship discourse attached to this national‐identity. However, although national identification may lead to a preference for a specific citizenship representation, national identification might itself depend on preexisting citizenship representation preferences. In line with this, a longitudinal study among Flemish‐Belgian high‐school students (N = 275) showed reciprocal relations between national identification and citizenship representation. A second study among Flemish‐Belgian high‐school students (N = 407) then showed that strength of national identification does not simply depend on preexisting citizenship representation preferences but on the (mis)match between such preferences and the citizenship representation perceived to be attached to a national‐identity. In addition, results showed that the relation between national identification and out‐group attitudes depends on the national‐identity under consideration.     

School accessibility and academic achievement in a rural area of Taiwan

This study empirically analyzes the influence of school accessibility on student academic achievement in a rural area of Taiwan. The sample population comprised elementary and junior high-school students in Pinlin, a small village outside Taipei City, the capital of Taiwan. Data were obtained through a questionnaire survey and analyzed via linear regression and ordered logit regression for continuous grade point average and discrete letter grade, respectively. Compared with previous research, this study presents the following new findings: (1) similar to elementary-school children, travel obstacles also negatively affected learning achievement of junior high-school adolescents; (2) travel obstacles affected academic achievement more significantly for adolescents than children; and (3) travel obstacles affected letter grades more significantly than grade point averages in children. The empirical evidence indicates that travel obstacles explain the academic achievements of children and adolescents with moderate or weak significance.     

From Karl von Frisch to Neuroethology: A Methodological Perspective on the Frischean Tradition's Expansion into Neuroethology**

This paper examines a tradition of eusocial insect research stemming from the Austrian zoologist Karl von Frisch. As I show in this paper, one of the most enduring features of the Frischean tradition has been an experimental methodology developed by Frisch in the early 1910s. By tracing this methodology's use through Frisch's student, Martin Lindauer, and two of Lindauer's students, Rüdiger Wehner and Randolf Menzel, this paper illuminates a surprising aspect of ethology's development during the last half of the 20^th century. Namely, it sheds light on how the Frischean tradition, a tradition that had a complicated relationship with ethology since the discipline's formation in the 1930s, produced scientists who became leading figures in neuroethology, the most prominent contemporary field of behavioral research to retain the label of “ethology.” Some of the features that distinguished Frisch's training method from the program of classical ethology and the work of his contemporaries later helped his academic descendants adapt the method to the neuroethological program.     

Farming Problems in the Zones of the USSR and the Tasks of Soviet Geographers

The authors discuss changes in the geography curriculum under the Soviet school reform of 1958, which has replaced the basic seven-year school with a basic eight-year school and has extended the so-called middle school from ten to eleven grades.     

The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications

Oklahoma is one of only three states in the nation to offer a free pre-kindergarten (pre-K) program to all students in participating school districts on a voluntary basis. Fortuitous circumstances in Tulsa, Oklahoma, the state's largest school district, permitted an unusually rigorous evaluation of the pre-K program in Tulsa. Because four-year-olds beginning pre-K and five-year-olds beginning kindergarten were administered the same test in September 2001 and because strict eligibility cut-offs were applied, based on date of birth, it was possible to control for selection effects, in addition to gender, race/ ethnicity, school lunch eligibility, and precise date of birth. The evaluation showed strong positive effects of the pre-K program on children's language and cognitive test scores. Hispanic children benefited most from the program, and black children also showed sharp gains, especially when they attended full-day programs. The results are discussed in light of contemporary controversies regarding targeted or universal pre-K programs; full-or part-day programming; public school or multiple delivery sites; strategies for ensuring high quality, effective programs; and the need for rigorous program evaluations.     

Railway development as Symbolising ideas of social construction: (With Special Reference to Railway Development in Australia)

The townscape of “old” Lerwick reflects its traditional focus on the sea for its economic base. The major elements in this cohesive visual character are the closely clustered houses in the steep hillside district of the Lanes, the narrow, winding principal commercial street, and the lodberries projecting out into the harbour. The latter were constructed to meet the needs of the prosperous expanding trade period of the latter half of the 18th century and first half of the 19th century. Harbour improvements in the final quarter‐century of the 1800s ended their commercial usefulness. After a century of declining use and of neglect they are being restored as part of the renewal of “old town” Lerwick.     

School Choice and Educational Stratification

Recent growth in the number of school choice programs across the country has ignited debate on the stratifying effects of these programs. In the context of interdistrict open enrollment, this paper analyzes—both theoretically and empirically—how choice programs affect stratification levels through the mechanisms of (i) the relative characteristics of program participants and nonparticipants and (ii) the schooling choices of different groups of program participants. The theoretical analysis uses Monte Carlo simulation techniques to analyze a hypothetical world where interdistrict choice is available to students in three school districts that are allowed to vary in student composition, the type of students who take advantage of the interdistrict choice program, and schooling choices of students who open enroll. The results of these simulations provide an understanding of the conditions under which an interdistrict open enrollment program leads to increases, decreases, or no changes in stratification levels. The empirical analysis uses data from the universe of students attending Colorado public schools in 2009–10 to examine how the state's interdistrict choice program affects stratification levels. It also analyzes the factors responsible for any increases or decreases in stratification and finds both participation patterns and differences in schooling decisions across groups to play important roles. The paper concludes with a discussion of its implications for research and policy.     

Historical empathy in a museum: uniting contextualisation and emotional engagement

Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.     

“The Faith Society”? Quantifying Religious Belonging in Edwardian Britain, 1901–1914

Historians disagree about how the Edwardian era fits into the jigsaw of secularisation in Britain. Was it a time of religious crisis (Keith Robbins, Hugh McLeod) or a faith society (Callum Brown)? This article subjects the debate to quantitative scrutiny by examining the available statistics of church attendance and church membership/affiliation for 1901–1914. A mixed picture is reported, with elements of sacralisation and secularisation co‐existing. Although churchgoing was already in relative and absolute decline, one‐quarter of adults (disproportionately women) still worshipped on any given Sunday and two‐fifths at least monthly. Moreover, hardly anybody failed to be reached by a rite of passage conducted on religious premises. Only 1 per cent professed no faith and just over one‐half had some reasonably regular and meaningful relationship with organised religion in terms of church membership or adherence. For children, perhaps nine‐tenths attended Sunday school, however briefly.     

National League of Cities and the Ephemeral Nature of Significant Supreme Court Cases

For many years, I taught third‐year law students at the Dickinson School of Law (Penn State's law school now, a private institution then) a seminar entitled “The Constitution.” For a semester we would seek to get to know the document through a careful reading of it, along with some of the works that those who wrote the Constitution would have read and some that they wrote, various essays by legal scholars and political scientists, and various Supreme Court cases. The goal was to get these budding young attorneys to try to determine what, if any, relationship there might be between what the Constitution says and what we now say it says.     

EVALUATING THE WELFARE EFFECTS OF SCHOOL QUALITY IMPROVEMENTS: A RESIDENTIAL SORTING APPROACH

Las Vegas experienced improvements in math and reading performance between 2006 and 2011. This study evaluates the benefits of these nonmarginal improvements to Las Vegas area homeowners, using a residential sorting model. We estimate households’ preferences for multiple characteristics including the proportion of proficient students in their assigned elementary school. The estimation accounts for the endogeneity of school quality using school boundary fixed effects. The welfare estimates suggest that the school quality improvements provided substantial benefits to the area's households. We find that benefit measures derived from a hedonic price model are substantially larger than our sorting model benefit measures.     

谈语文新课程教学

初中语文教学长期采用“课堂十课外练习”的传统教学模式,学生围绕着教师的指挥棒转,忽视了学生学习语文的创新能力和实践能力的培养,因而学生的创新思维受到束缚,表现出厌学的情绪。要改变这一现状,教师在课堂教学的各个环节中增“趣”添“味”是一种很有实效的做法。它能刺激学生积极去学,有效地提高学生的语文素质,培养学生的创新能力和参与实践的能力。     

Iodization: case report: Indonesia

Historically, most of Indonesia's interior has been severely iodine-deficient, resulting in high levels of endemic goiter and cretinism. In some interior hamlets during the 1980s, cretinism prevalence was found to be 15%, among the world's highest levels. Early in 1995, a national survey of iodized salt consumption found that half of 220,000 households were using adequately iodized salt, 28% inadequately iodized salt, and the rest noniodized salt. A program to teach primary school students about the existence of and rationale for using iodized salt was launched in West Java and six other provinces in 1995. The program was subsequently expanded in 1996 with the training of 100,000 more teachers nationwide. 95% of children in Indonesia attend primary school. Part of Indonesia's goal to eliminate iodine deficiency disorders by the year 2000, the program involves children testing samples of salt consumed at home for the presence of adequate iodine content. Students and parents are then expected to tell their neighbors about the need for iodized salt and share their school iodine test kit with them.     

The Use of EMDR in Treatment of Traumatized Iraqi Children

The purpose of this article is to determine the prevalence of post‐traumatic stress disorder (PTSD) among Iraqi children and the effectiveness of eye movement desensitization and reprocessing (EMDR) treatment in traumatized Iraqi children. The participants in the present study were Iraqi children, ages 7–12; mean age = 10.17 years. There were 29 boys and 31 girls who immigrated to Malaysia during the recent war in Iraq. Those children were assessed for PTSD. Following the assessment, 37 children were assigned to two groups: 12 to the experimental group and 25 to the control group. The 12 children in the experimental group were treated with EMDR and were compared with the 25 children in the control group. This was done in order to determine the effectiveness of EMDR in reducing PTSD symptoms among traumatized children. UCLA PTSD DSM‐IV (Revision 1) was used to determine the prevalence of PTSD among Iraqi children. The results suggested that EMDR was effective in reducing PTSD symptoms.