Progress Charts Research Articles

Backwards and Not Very Humanistic: The Pennsylvania Health Curriculum Progression Chart

Abstract The Pennsylvania Health Curriculum Progression Chart provides scope and sequence to the health objectives that should be accomplished by a student. The behaviors important for functioning as a healthy adult as well as the behaviors important in meeting the more immediate needs of students were considered in developing the objectives. The Pennsylvania Department of Education Project 81 Outcome Statements were used extensively in the development of the objectives for the 10th to 12th grades. The development of the upper level (10th to 12th grades) objectives followed by the development of the lower level objectives and the focus on actual health behaviors gives the chart unique but controversial characteristics. The chart is also designed for implementation with proposed curriculum regulations in addition to other desirable characteristics.

EFFECTS OF LINES OF PROGRESS AND SEMILOGARITHMIC CHARTS ON RATINGS OF CHARTED DATA

The extent to which interrater agreement and ratings of significance on both changes in level and trend are affected by lines of progress and semilogarithmic charts was investigated. Thirteen graduate students rated four sets of charts, each set containing 19 phase changes. Set I data were plotted on equal interval charts. In Set II a line of progress was drawn through each phase on each chart. In Set III data points were replotted on semilogarithmic charts. In Set IV a line of progress was drawn through each phase of each Set III chart. A significant main effect on interrater agreement was found for lines of progress as well as a significant 2-way interaction between lines of progress and change type. Three main effects (chart type, lines of progress, and type of change) and a significant 3-way interaction were found for ratings of significance. Implications of these data for visual analysis of charted data are discussed.

Effects of lines of progress and semilogarithmic charts on ratings of charted data

Effects of lines of progress and semilogarithmic charts on ratings of charted data

Observing Foreign Language Teaching: A New Method for Teachers, Researchers, and Supervisors

ABSTRACT Numerous methods of evaluating language teaching and learning are in common use. One accurate method is direct classroom observation, the most widely used form of which is interaction analysis. Since interaction analysis and FLint have been found wanting (lack of reliability, observer bias, multiplicity of categories, cumbersome recording system), the time‐interval recording system (a method employed in social science studies) is offered as a practical and reliable alternative. Features of this system include: describing behaviors to be observed, recording occurrences of behavior in a time interval (usually ten seconds), drawing up an observational code, assessing accuracy by deriving inter‐observer reliabilities, plotting data collected on a progress chart, and interpreting findings. Teachers, supervisors, and researchers may then effect changes in teaching procedures and programs based on their analysis of classroom observations.

Studies on the Seasonal Weather Forecasting (IV)

Prognostic charts of 5-day m ean 700 mb height were made experimentally since the last summer by the periodical extrapolation method and it was found that the accuracy of the forecasted values better than that of surface pressure. Next, the relations between daily weather progress and 5-day mean 700mb chart were researched and it was found that the prognostic 5-day mean anomaly chart of 700 mb level was useful for the forcast of 5-day mean temperature and weather change.

Free Composition Scored Objectively

Author's Summary.— Using a chart to concentrate attention on the most frequent errors in mechanics and keeping a daily progress chart recording improvement, each pupil clearly sees his own problem and is motivated by keen competition to eradicate his faults by self‐directed study.

Discussion on "Production control by stepped progress charts" at the Edinburgh Section of the Institution

Discussion on "Production control by stepped progress charts" at the Edinburgh Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the Yorkshire Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the Yorkshire Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the London Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the London Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the Edinburgh Section of the Institution

Discussion on “Production control by ‘stepped’ progress charts” at the Edinburgh Section of the Institution

Production control by "stepped" progress charts

Production control by "stepped" progress charts

Production control by “stepped” progress charts

Production control by “stepped” progress charts

Can Pupils Mark Their Own Papers Accurately?

The recent introduction into the schools of considerable instructional material of the book type, calling for the marking of the exer cises by pupils and the making of progress charts based on these mark ings, emphasizes the need for some inquiry regarding the accuracy of pupil marking. A progress chart based on frequent, accurate measures of achievement not only yields information of great value but provides without doubt a powerful incentive for hard work. But such a chart based on inaccurate marking will be worthless in the information it yields and may become an incentive to dishonesty. To what extent may pupil marking be depended on, and to what extent is the teacher justi fied in turning over such work to the pupils? The experiment reported in this article was carried on in Lincoln, Nebraska, in 20 sixth-grade classes during a period of six weeks be ginning April 9, 1928. Its object was: (1) to get definite information on how accurately sixth-grade pupils mark spelling papers; and (2) to develop a method, if possible, that will increase the accuracy of pupil marking. While data were collected only in the field of sixth-grade spelling, the implications extend to other fields, and the conclusions con tribute something toward an answer to the general question raised in the first paragraph.

MENTAL HYGIENE FROM A PEDIATRIC STANDPOINT

The Minneapolis Infant Welfare Society was organized in 1910. A special department for preschool children was inaugurated ten years later. From the beginning, in the preschool clinics the child was viewed not merely from the physical, but also, and especially, from the mental and emotional side, with the hope of proving that many of the behavior problems in children can be prevented by early training. As a result of eight years of experience, habit training was gradually extended to the infant clinics. As a corollary, the upper age limits of infants were increased to 3 and then to 4 years. A progress chart of the infant's mental development and habit formation is kept from the twelfth month to the fourth year; if any difficult problem arises, the case is turned over to the preschool department for more intensive study. On the diet card for each month are presented suggestions for

Controlling the Manufacture of Parts on Order and for Stock by the Gantt Progress Chart

Abstract This paper deals with two special applications of the Gantt progress chart in controlling production. The first shows the plan for the manufacture and assembly of parts on an order, and the progress of work in accordance with the plan. The arrangement of parts on this chart follows the natural order in the assembly of the product. The proper relationship of parts to each other and to the whole is made visible by a system of marginal indentations. This makes it possible to show by one line for each part the amount of stock on hand and in process, and the amount of time ahead or behind schedule. It also shows the time of starting work on each operation without the use of additional bars, thus condensing the chart. The second chart is constructed essentially like the first one, but is designed for the case where manufacturing for stock is already in progress; that is, parts are being made both continuously and intermittently for continuous assembly at a uniform rate. This chart is designed to show the current condition of stores and parts in process, and the amount of time behind or ahead of schedule for each part and assembly. The method for laying out the chart is fully explained. The function of such charts is to bring in advance to the attention of the executive those things which require action, and thereby eliminate the necessity of following up after delays have occurred. The charts measure the progress made on the manufacturing program, and in so doing they also serve as measures of executive ability.