The Challenge: Magazine for the Center for Gifted Studies (No. 53, Fall 2022)

Magazine created by and about the WKU Center for Gifted Studies

The image of 4-H as perceived by selected Tennessee seventh graders

The 4-H organization for youth ages 9-19, is the youth education program of the Cooperative Extension Service. Tennessee\u27s 4-H program had 185,000-plus members in 1993-94, up from 171,685 in 1992-93. Even though there has been an overall increase in enrollment, there has been an average 38 percent decrease in membership from the sixth to seventh grades during the past five years. One reason which could have an effect on the decreasing membership is the perception of the image of 4-H to these students. The purpose of this study was to look at relationships between 4-H membership and selected personal and family characteristics, and respondents\u27 attitudes regarding the image of 4-H; to study the relationships between selected demographic variables and the 4-H members\u27 level of participation in 4-H; to study the relationship between the level of parental support and the 4-H members\u27 level of participation in 4-H; and to determine nonmembers\u27 and drop-out members\u27 perceptions of why they did not join or dropped out of 4-H, respectively. A questionnaire was developed with these objectives in mind. The surveys were administered by 4-H agents to seventh grade students at one school in each of six randomly selected counties. The findings in this study indicated that 4-H\u27ers who were more involved in 4-H made better grades (A\u27s and B\u27s), lived on a farm, were influenced by a 4-H agent to join, and had strong parental support for their participation in 4-H. The findings also indicated that 4-H members in general made better grades (A\u27s and B\u27s), had a mother/guardian working outside the home, had parents who were previous 4-H members, had friends who were 4-H members, and had positive attitudes toward 4-H. However, the findings also indicated that those 4-H members making better grades (A\u27s and B\u27s) were less likely to remain in 4-H—as were those 4-H members who were 14 or older. Findings also indicated the three main reasons nonmembers never joined 4-H and drop out members left 4-H were: 4-H didn\u27t meet their interests, they didn\u27t have time, and there were other reasons. Nonmembers also felt they didn\u27t know enough about 4-H. Another finding was that more than 50 percent of the 4-H members either agreed with or were undecided about the statement that 4-H was boring. Based upon these findings, it is recommended that: 1) more activities be developed which deal with more current issues facing the 4-H members or needed life skills; 2) more activities be developed for the older 4-H members in order to retain their membership; 3) a more aggressive program be implemented where the older members provide leadership, activities, and support for the younger 4-H members; 4) family activities be provided to encourage parental support of 4-H; and 5) 4-H agents should work with 4-H members in this age group to see what aspects of 4-H the members feel are boring and obtain suggestions and ideas for improvement

Using TGT Technique to Improve the Seventh Graders' English Vocabulary at SMP 1 PSKD Jakarta

AbstractThe method used in this research was action research applied in two cycles. This research was conducted to improve the Seventh Graders’ English vocabulary in SMP 1 PSKD, Jakarta. The 24 students of the seventh grade who participated in this study were taught vocabularies by using the TGT technique. The quantitative data, collected using tests, were analyzed by using the independent and paired sample t-test on SPSS version 22 program. The qualitative data, collected using the researchers’ diary notes, questionaire, open ended question sheets, and observation sheets, were analyzed descriptively. The results indicated that the TGT technique improved the participants’ English vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. the pre-test 55,94 (12,5%) increased to 66,81 (50%) of post-test of cycle I and to 83,23 (87,5%) of the post-test of cycle II. The statistical test also indicated that the use of TGT significantly increased the students’ English vocabulary. Based on the findings, it could be concluded that the use of TGT technique was effective to improve the seventh grade students’ English vocabulary. Keywords: action research, vocabulary, teams games tournamen

Basic Needs: A First Grade Curriculum Study

The following first grade curriculum study is an investigation of food, shelter and services in the neighborhood surrounding the school. The activities incorporate hands-on research, discussion, and expressive materials to offer opportunities for children to discover the interdependence and relationships that exist in their immediate environment. The three units of food, shelter and community services have specific goals, and they are: Food -Investigate how markets, stores and restaurants provide food for the neighborhood, where the food comes from and how it gets to Park Slope. Shelter - Investigate how and where people house themselves in the neighborhood and what are the essential parts of a home. Services - Investigate how people offer and receive services specifically at the fire department, post office and hospital. This curriculum study aims to provide children with opportunities for learning how the neighborhood \u27works\u27 at fulfilling its basic needs for those who live and work there. The activities allow time for testing their ideas and reflecting on experiences directly related to their everyday life. The time, space and appropriate materials for these activities allow the first graders to make sense of complex interdependent surroundings in order to feel more competent in their neighborhood

Administrative Experiences at Moulton Junior High

OBJECTIVES During the spring semester of 1979, Dr. Donald W. Smitley of Eastern Illinois University; Mr. Joseph Foster, Superintendent of Shelbyville School System Unit #4; and Harold O. Redicks, Principal of Moulton Junior High, agreed that the author would participate in an assortment of activities in order to gain meaningful experiences to prepare the author for a position as a school administrator. The author entered this program for the purpose of acquiring knowledge of being a school administrator and to work under the guidance of a successful superintendent and principal. PROCEDURES The author gained meaningful experiences by participating in and preparing the following activities for the 1979-80 school year: Daily work under the principal and superintendent Schedules for seventh and eighth grade classes Sectioning of the fifth, sixth, seventh, and eighth grade which is based on the criteria set up by the author, recommendations of teachers, and results of SRA testing Schedule for supervision and detention duties for the seventh and eighth grade teachers Schedule for the activity room to be used by fifth grade, special education, and kindergarten during inclement weather and a schedule for outside playground use in fair weather Schedule for both morning, noon, and lunch period supervision for fifth and sixth grades, and special education, and kindergarten Develop a new junior high curriculum which hopefully will be implemented in the near future. Develop a new handbook for the parents of the kindergarten students The author feels that a good administrator should accomplish some of the following whenever time permits: standing in our corridors talking to and listening to the students throughout the day stopping by teachers\u27 rooms and visiting or discussing any problems they might be having attending all students\u27 activities and visiting classes so that the students will know that he, the principal, is interested in them and what they are doing taking time to talk and visit with parents whenever they are visiting the school being as genuinely complimentary as possible to students and staff members Even with all the pressures, interruptions and deadlines, the author feels that being an administrator would be an enjoyable experience because of the many challenges and opportunities to work with the staff and students

İlköğretim Öğrencilerinin Fen Derslerindeki Güdüsel Özelliklerinin İncelenmesi

This study examined elementary students’ motivational traits in science with respect to students’ gender and grade levels. A total of 3685 students from 6th, 7th and 8th grade levels participated in the study. Findings showed that gender and grade level differences exist among elementary students. Concerning the gender difference, girls appeared to be more curious, conscientious, and social with a higher level of need for achievement. Moreover, it was revealed that as grade level increased, students’ motivational patterns became less positive.Bu çalışmada ilköğretim öğrencilerinin fen derslerindeki güdüsel özellikleri araştırılmıştır. Çalışmada ayrıca cinsiyetin ve sınıf düzeyinin öğrencilerin dört güdüsel (başarılı, meraklı, vicdanlı ve sosyal) özelliğine olan etkisi araştırılmıştır. Araştırmaya 3685 altıncı, yedinci ve sekizinci sınıf öğrencisi katılmıştır. Sonuçlar kız öğrencilerin erkek öğrencilere göre daha başarı odaklı, meraklı, vicdanlı ve sosyal olduğunu göstermiştir. Ayrıca sınıf düzeyi arttıkça öğrencilerdeki güdüsel özelliklerin azaldığı görülmüştür

CAMBODIAN TWELFTH GRADERS’ CHOICE FOR ENGLISH PRIVATE TUTORING: QUIT OR NOT TO QUIT?

Private tutoring is not a new phenomenon for education in both developed and developing countries. However, English private tutoring (EPT) attracted a limited number of studies, although English is viewed as the key to success in non-English speaking countries like Cambodia. By observing EPT as a choice, this mixed-method study, using the convergent design, aimed to explore factors affecting Cambodian 12th graders towards quitting or not quitting EPT during the year of the national examination. Quantitative data were collected from 639 twelfth graders in Cambodia via a self-rated questionnaire, while qualitative data were obtained from 8 respondents. Findings reveal that the decision of leaving EPT is more influenced by their parents, while that of continuing EPT is stirred by educational aspirations, internal motivation as well as part-time employment during their university life. Surprisingly, unlike private tutoring of other core exam subjects, this study found that students from better income families in Cambodia do not seem interested in investing in EPT. It is proposed that an ‘exam-career balance’ syllabus be developed and implemented in both mainstream schools and EPT classes to boost the success probability of Cambodian 12th graders in their exams as well as their future

The effect of school design on users' responses: A systematic review (2008-2017)

This systematic review focused on the effect of the educational environment design on students and teachers performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students learning and wellbeing