In this study we examined students' motivation in an elementary physical education running program using achievement goal theory and an expectancy-value model of achievement choice as theoretical frameworks. Fourth graders (N = 119) completed questionnaires assessing their achievement goals, expectancy-related beliefs, subjective task values, and…

More than a decade has passed since Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and Professional Standards for Teaching Mathematics (NCTM 1991) were published, and the question of whether students' learning of mathematics has improved during that time has frequently been asked. Scores on the mathematics assessment of the…

As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

The purpose of the present investigation was to sample the range of texts selected by 21 students in sustained silent reading in a single fourth-grade classroom. Using a sampling technique developed by French and Foster (1992), single pages from sampled texts were evaluated. The evaluation found that most students were reading fiction (n = 14),…

In this study, we tested the claim that sex differences in mathematics achievement are related to boys' and girls' differing achievement-related beliefs. We compared the mathematics report card grades, 2001 Foundation Skills Assessment (FSA) Numeracy subtest scores, performance attributions, and self-efficacy of 161 British Columbian public school…

Background: The reported prevalence of bully-victims and aggressive/provocative victims varies quite considerably in previous research, and only a few studies have reported prevalence rates across grades. There is also a lack of detailed analyses of the extent to which victims are also bullies, and bullies are also victims. Aims: To study the…

Open-ended questions were used to obtain narrative accounts of what makes a girl (or a boy) popular (or unpopular) at school. The participants were 489 African American students in Grades 1, 4, and 7 recruited from high-risk inner-city neighborhoods. Appearance and self-presentation were mentioned the most in Grades 4 and 7. Prosocial…

The tables presented in this document show the Arizona Instrument to Measure Standards (AIMS) results for the past two years. Twenty-four tables show results as percent at each performance level and percent passing, as well as percent of students tested. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

In this research work we explored the nature of 9-12 year old pupils' responses to probabilistic problems with tree diagrams. It was found that a large percentage of pupils failed to respond correctly even to very simple problems that demanded the identification of "possible routes/paths" in figures with tree diagrams/mazes. The results…

The authors administered measures of loneliness, generalized trust beliefs in peers, and trust beliefs in specific familiar peers (i.e., opposite-gender peers, same-gender peers, close same-gender peers) to a sample of 63 children (33 girls, 30 boys) from 4th and 5th grades (M age = 10 years, 6 months). They assessed children's trusting behavior…

School-age children's ability to distinguish among the concepts of aloneness, loneliness, and solitude was the focus of this study. This ability has been largely neglected by researchers. Also, the relation of this ability with self-reported loneliness was examined. Individual interviews were conducted with 180 second, fourth, and sixth graders…

This analysis of third and fourth graders suggests that enemy relationships are common, often of short duration, and partially reflective of negative behavior patterns between boys and girls in elementary school. (Contains 4 tables.)

Concludes that prior research show either no difference between homeschooled children and other children, or a difference favoring homeschooled children. This suggests that homeschooled children's social skills are certainly no worse than those of children attending conventional schools, and are probably better. This study finds that homeschooled…

For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting comparative studies of educational achievement in a number of curriculum areas, including mathematics and science. TIMSS 2011 represents the fifth cycle of the Trends in International Mathematics and Science Study (TIMSS),…

Majority-race (black or white) elementary school children with and without a minority friend (black or white) in their classroom were compared on measures of social, behavioral, and affective characteristics. Analyses focused on 260 4th through 6th grade students who were racial majorities in their classrooms and had at least one reciprocated…