Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students' ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in…

The unintended academic and social consequences for students experiencing the transition from elementary to middle school have been well documented. A mixed method study was conducted to examine the perceptions and attitudes of 6th grade students, parents, and teachers from four middle schools in a large suburban school district in Southeastern…

This paper shares findings from a post-intentional phenomenological study aimed at understanding learners' experience investigating space and dimension concepts in a fifth and sixth grade mathematics class. Findings indicate experiences in this study manifest as an ontological "trying-on" of geometric dimensions (e.g., through sight,…

The etiology of developmental dyslexia remains widely debated. An appealing theory postulates that the reading and spelling problems in individuals with dyslexia originate from reduced sensitivity to slow-rate dynamic auditory cues. This low-level auditory deficit is thought to provoke a cascade of effects, including inaccurate speech perception…

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…

Some intensive quantities, such as slope, velocity, or likelihood, are perceptually privileged in the sense that they are experienced as holistic, irreducible sensations. However, the formal expression of these quantities uses "a/b" analytic metrics; for example, the slope of a line is the quotient of its rise and run. Thus, whereas students'…

Background: A key aspect of social perception is the interpretation of others' intentions. Children with intellectual disabilities (IDs) have difficulty interpreting benign intentions when a negative event occurs. From a cognitive processing perspective, interpreting benign intentions can be challenging because it requires integration of…

The purpose of this study was to examine the attitudes of gifted adolescents toward being labeled as gifted and talented, to evaluate how gifted students perceive that others view their giftedness, and to determine whether these attitudes and perceptions vary depending on the child's level of giftedness. Sixty-six sixth- through eighth-grade…

Educators today were concerned with how the No Child Left Behind Act of 2001 dealt with the improvement of education throughout the United States. Schools should have put forth a greater effort and reduced the achievement gap between different groups of students based on race, gender, special education status, and if that student was economically…

A sample of 118 U.S. 6th and 7th graders was used to examine early adolescents' views of whether video games negatively influence themselves, others of the same age, and younger others. Six specific games ranging in rating from E for Everyone to M for Mature were listed for the early adolescents to respond to, with questions asked about both…

This study examined the changes in children's social network and specific self-perceptions during the transition from elementary school to junior high school (JHS). The participants were 200 preadolescent children (104 girls, 96 boys). Children's self-perceptions (global self-worth, perceived academic competence, and perceived social acceptance)…