Teachers' perceptions and actions in carrying out communication policies in a public school for the deaf.

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Hsing, M H; Lowenbraun, S

1997-03-01

The purpose of this study was to investigate teachers' opinions on school communication policies in a public school for the Deaf in Taipei, Taiwan. Specifically, the authors examined how teachers carried out communication policies, and examined possible discrepancies between teachers' perceptions of their communication methods and the methods they actually used in the classroom. Questionnaires were distributed to all 120 teachers at Taipei Municipal School for the Deaf. Thirteen of the 85 respondents were selected as subjects for personal interviews followed by direct classroom observation and videotaping. Sixteen deaf high school seniors at the school were interviewed concerning their opinions about the teachers' communication modes and abilities, and about the communication modes the students experienced.

Theatre and Dance with Deaf Students: Researching Performance Practices in a Brazilian School Context

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Berselli, Marcia; Lulkin, Sergio A.

2017-01-01

The article presents performance practices created with deaf students in the project "Theater and dance with deaf students," an outreach activity of the Federal University of Rio Grande do Sul (UFRGS). The project took place in the Bilingual Deaf Municipal Elementary School Salomão Watnick in Porto Alegre, Brazil from 2013 to 2015. The…

Literacy in a Bag: Colorado School for the Deaf Sends Reading Home

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Branch, Deborah

2009-01-01

To assist parents with deaf or hard of hearing children who may need help supporting their child's learning, the Colorado School for the Deaf and the Blind developed Family Literacy Packs. These literacy packs, available to families within the state of Colorado, provide fun, interactive activities that help parents support their children's…

An Analysis of Deaf Students' Spelling Skills during a Year-Long Instructional Writing Approach

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Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly

2016-01-01

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…

Semantic and pragmatic factors influencing deaf and hearing students' comprehension of english sentences containing numeral quantifiers.

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Kelly, Ronald R; Berent, Gerald P

2011-01-01

This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression.

Fostering Positive Deaf Identity Development in a K-2 Deaf Classroom /

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Hipskind, Courtney

2014-01-01

All Deaf children deserve to have opportunities to openly explore, examine, and affirm their own Deaf identities at school, yet there is a shortage of curricula and resources dedicated to this basic need. The aim of this thesis is to provide Deaf children with such opportunities. The curriculum within- Fostering Deaf Identity Development in a K-2 Deaf Classroom- consists of two units that address positive Deaf identity formation. The first unit focuses on the characterization and affirmation ...

A inserção do aluno surdo no ensino regular: visão de um grupo de professores do Estado do Paraná Deaf student insertion in regular schools: deaf teachers from Parana State views

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Ana Cristina Guarinello

2006-12-01

Full Text Available Com o objetivo de debater a problemática que envolve a inclusão do aluno surdo no ensino regular, esse estudo se propõe a analisar aspectos envolvidos em tal problemática a partir da visão de um grupo de professores. Para tanto, foi aplicado questionário junto a 36 professores inseridos na Rede Pública do Ensino Fundamental e Médio do Estado do Paraná. A análise dos dados evidencia que as principais dificuldades citadas ora relacionam-se aos próprios professores - à falta de conhecimento acerca da surdez, à dificuldade de interação com o surdo, ao desconhecimento de LIBRAS -, ora aos sujeitos surdos - a própria surdez e a dificuldade de compreensão que tais sujeitos apresentam na ótica dos professores. Cabe ressaltar que os professores, sujeitos dessa pesquisa, não relacionam as suas dificuldades para ensinar com as dificuldades de seus alunos para aprender, como se o desconhecimento dos professores acerca da surdez, por exemplo, não tivesse implicações diretas na aprendizagem dos surdos. Conclui-se que a inclusão de surdos no ensino regular significa mais do que apenas criar vagas e proporcionar recursos materiais, é necessário que a escola e a sociedade sejam inclusivas, assegurando igualdade de oportunidades a todos os alunos e contando com professores capacitados e compromissados com a educação de todos.Since this study aims to discuss the placement of deaf students in regular schools, we intend to analyze various aspects pertaining to such issues from the perspective of a group of teachers of deaf students. We applied a questionnaire to 36 teachers working in public schools in elementary, middle and high school levels in the state of Paraná. The data analysis showed that the main difficulties mentioned were related either to the teachers themselves or to their students. Teacher related issues ranged from the teachers' lack of knowledge about deafness, or to problems concerning interaction with the deaf and lack

Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school

OpenAIRE

Kastelic, Helena

2012-01-01

This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our ...

Five Fabulous Websites: Findings Schools for Deaf Students on the Internet.

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Kurlychek, Ken

1996-01-01

Provides information on noteworthy web pages of schools for deaf and hard-of-hearing students that show off their schools with style. Five web pages are evaluated on content, visual appeal, attention to technical details, and ease of finding information. Web addresses are provided. (CR)

Setting the stage for school health-promoting programmes for deaf children in Spain.

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Munoz-Baell, Irma M; Alvarez-Dardet, Carlos; Ruiz, M Teresa; Ferreiro-Lago, Emilio; Aroca-Fernandez, Eva

2008-12-01

Implementing health-promoting programmes for the most excluded and at-risk social groups forms a key part of any efforts to address underserved populations and reduce health inequalities in society. However, many at-risk children, particularly children in deaf communities, are not reached, or are poorly served, by health-promoting programmes within the school setting. This is so because schools are effective as health-promoting environments for d/Deaf children only to the extent that they properly address their unique communication needs and ensure they are both able and enabled to learn in a communication-rich and supportive psycho-social environment. This article examines how the usually separate strands of school health promotion and d/Deaf education might be woven together and illustrates research with deaf community members that involves them and gives their perspective. The primary objective of this study was to map deaf pilot bilingual education programmes in Spain-one of the first countries to ratify the Convention on the Rights of Persons with Disabilities (United Nations. (2006) Convention on the Rights of Persons with Disabilities, Resolution A/RES/61/106.)-with particular attention to their compliance to the Convention's article 24. Following pre-testing, 516 key informants were surveyed by mail (response rate: 42.08%) by using a snow-ball key-informant approach, within a Participatory Action Research framework, at a national, regional and local level. The results show that although some schools have achieved recommended standards, bilingual programmes are in various stages of formulation and implementation and are far from being equally distributed across the country, with only four regions concentrating more than 70% of these practices. This uneven geographical distribution of programmes probably reflects more basic differences in the priority given by regions, provinces, and municipalities to the deaf community's needs and rights as an important

Rescuing Middle School Astronomy

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Mayo, L. A.; Janney, D.

2010-12-01

There is a crisis in education at the middle school level (Spellings, 2006). Recent studies point to large disparities in middle school performance in schools with high minority populations. The largest disparities exist in areas of math and science. Astronomy has a universal appeal for K-12 students but is rarely taught at the middle school level. When it is taught at all it is usually taught in isolation with few references in other classes such as other sciences (e.g. physics, biology, and chemistry), math, history, geography, music, art, or English. The problem is greatest in our most challenged school districts. With scores in reading and math below national averages in these schools and with most state achievement tests ignoring subjects like astronomy, there is little room in the school day to teach about the world outside our atmosphere. Add to this the exceedingly minimal training and education in astronomy that most middle school teachers have and it is a rare school that includes any astronomy teaching at all. In this presentation, we show how to develop and offer an astronomy education training program for middle school teachers encompassing a wide range of educational disciplines that are frequently taught at the middle school level. The prototype for this program was developed and launched in two of the most challenged and diverse school systems in the country; D.C. Public Schools, and Montgomery County (MD) Public Schools.

"Bad Things": Child Abuse and the Nineteenth-Century Spanish National School for the Deaf and Blind

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Plann, Susan

2008-01-01

This article draws on contemporary insights from the fields of psychology, sociology, and social welfare to analyze the potential threats of abuse posed by residential schools for deaf and blind children. It also examines an alleged episode of sexual abuse at the nineteenth century Spanish National School for deaf and blind children; the alleged…

A Psycholinguistic Analysis of "Deaf English."

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Charrow, Veda R.

The purpose of this study was to identify and provide normative data for weighting of those nonstandard linguistic features that make up deaf English. Subjects were prelingually or congenitally deaf high school students from the California School for the Deaf and a control group of normal-hearing fourth graders from a California public school.…

Engaging Deaf and Hard of Hearing Students in the School Library: A Handbook for Teacher-Librarians

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Eisner, Nadene

2012-01-01

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be…

The experiences of Cypriot hearing adults with Deaf parents in family, school, and society.

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Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

Contesting Visions at a Japanese School for the Deaf

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Hayashi, Akiko; Tobin, Joseph

2015-01-01

This paper tells the story of the struggle to introduce a Japanese sign language program in a school for the deaf in Japan that until recently had followed the government's approach that emphasizes oral communication. Our method and conceptual framework is ethnographic, as we emphasize the cultural beliefs that underlie the three competing…

The Consequence Deafness has on the Psychological and ...

African Journals Online (AJOL)

The Consequence Deafness has on the Psychological and Academic Development of deaf students. The case of Alpha special school for the deaf in Addis Ababa, Hermata and Mendera Junior School at Jimma Town.

Are Middle Schools More Effective

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Bedard, Kelly; Do, Chan

2005-01-01

While nearly half of all school districts have adopted middle schools, there is little quantitative evidence of the efficacy of this educational structure. We estimate the impact of moving from a junior high school system, where students stay in elementary school longer, to a middle school system for on-time high school completion. This is a…

Evaluating a Health Belief Model-Based Educational Program for School Injury Prevention among Hard-of-Hearing/Deaf High School Students

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Fatemeh Vejdani-Aram

2015-03-01

Full Text Available Background and Objectives: While all students are vulnerable to injuries, such vulnerability may even be higher in the deaf and hard-of-hearing students. Therefore, this study evaluated a health belief model-based educational program to prevent school injuries among deaf and hard-of-hearing high school students. Materials and Methods: This quasi-experimental study was conducted on all deaf and hard-of-hearing students who attended two special schools in Hamadan (Iran during 2014. They were randomly assigned to either the intervention group (n = 23 or the control group (n = 27. Data were collected using a self-report questionnaire containing items on demographic characteristics, constructs of the health belief model, and knowledge and preventive behaviors. In both groups, the questionnaires were filled out through interviews before and two months after the intervention. The intervention included distributing booklets and holding five educational sessions. Data were analyzed with paired t, independent t, chi square, and Fisher’s exact tests in SPSS16. Results: After the educational intervention, the mean scores of knowledge (P=0.002, preventive behaviors (P=0.001, and constructs of the health belief model, i.e. perceived severity (P=0.001, perceived benefits (P=0.001, self-efficacy (P=0.001, and cues to action (P=0.001, were significantly higher in the intervention group than in the control group. Conclusion: According to our findings, an educational intervention based on the health belief model can promote behaviors to prevent school injuries among deaf and hard-of-hearing students.

Psycho-pedagogіcal characteristic of adaptive mobile games for deaf children of primary school age

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Іvahnenko A.A.

2010-11-01

Full Text Available Conducted psycho-pedagogical and medico-biological basis of usage specially adapted mobile games in the psychophysical development of deaf children of primary school age. Determine the importance of mobile gaming as a means of physical education for this children's category. As a result of research found wellness, educational, educate and correctional importance of mobile games adapted deaf schoolchildren. Adaptive mobile games are effective media for psychophysical development of deaf children that brings to improvement of cognitions.

Investigating how high school deaf students spend their leisure time

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Allahyar Arabmomeni

2012-09-01

Full Text Available This paper presents an investigation on deaf students' interests in spending their leisure times. We design a questionnaire and distribute among all deaf students who are enrolled in high schools in two provinces of Iran. The questionnaire consists of three parts, in the first part, we ask female and male deaf students about their interests in various entertainment activities in Likert scale. In terms of gender, we find out that walking inside or outside house is number one favorite exercise for female students while male students mostly prefer to walk on the streets. Although male students prefer to go biking or running activities, female students prefer to go for picnic or similar activities. This could be due to limitations on female for running or biking inside cities. While going to picnic with members of family or friends is the third popular activity for male students, stretching exercises is third most popular activity among female students. Breathing exercise is the fourth most popular activity among both male and female students. The second part of the survey is associated with the barriers for having no exercise among deaf students. According to our survey, while lack of good attention from public and ordinary people on exercising deaf students is believed to be number one barrier among male students, female students blame lack of transportation facilities as the most important barrier. However, both female and male students believe these two items are the most important factors preventing them to exercise. Lack of awareness for exercising deaf students and lack of good recreational facilities are the third most important barriers among male and female students. The last part of the survey attempted to detect important entertainment activities. Watching TV, entertaining with mobile devices, chatting with friends and watching DVD or movies were the most important items influencing deaf students' free times.DOI: 10.5267/j.msl.2012

Middle School Teachers and School Leadership Perceptions of School Culture: An Examination of the Transition from Junior Highs to Middle Schools

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Chaney, Maura Chase

2013-01-01

The purpose of this case study was to examine the transition from junior high school to a middle school as experienced in two middle schools from a mid-sized urban school district located in the Rocky Mountains. The overarching question that guided data collection for this study centered on the factors that influenced school culture before,…

The School-to-Community Transition Experiences of Hearing Young Adults and Young Adults Who Are Deaf.

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Bullis, Michael; And Others

1995-01-01

Comparison of hearing (n=222) and deaf (n=217) young adults on employment, independent living, and social experience outcomes found that the hearing group was generally more successful than deaf persons from mainstream or residential schools. Gender differences did not uniformly favor men. Suggestions for improving transition programs for the deaf…

A National Profile of School-Based Transition Programs for Deaf Adolescents.

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Bull, Bruce; Bullis, Michael

1991-01-01

The transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Results suggested that residential schools had higher implementation rates (for desirable transition characteristics) than did mainstream and other programs. All groups valued the identified transition practices more than…

Reducing Discipline Referrals in Middle School

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Hirst, Ronald K.

2005-01-01

You see them every day in middle schools: students who seem to spend more time in the office than they do in class. In Florida, middle school students are more likely than elementary or high school students to be suspended, according to the Florida Department of Education (2001). While many adolescents go through their middle school years…

Teaching Organizational Skills in Middle School

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Boller, Barbara

2008-01-01

The transition to middle school is an educational milestone, marking significant and sometimes unspoken changes in expectations. The overriding expectation is that students will become more independent. This article discusses some tips that will help teachers in teaching organizational skills to middle school students. Middle school teachers…

"Behind the Teacher's Back": An Ethnographic Study of Deaf People's Schooling Experiences in the Republic of Ireland

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O'Connell, Noel Patrick; Deegan, Jim

2014-01-01

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived…

Deaf/LGBTQ Intersectional Invisibility in Schools: The Lived Experiences of Deaf Lesbian Students of Color at a School for the Deaf

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Dunne, Courtney M.

2013-01-01

Historically, American society has had conflicting views on the nature and nurture of Deaf people and Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) people. In the context of majority cultures and societies in history, the reality of Deaf and LGBTQ people's lives has often been summarized in general terms such as invisibility and oppression.…

A SURVEY OF VISUAL AIDS IN SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES.

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KUBIS, JOHN J.; SCHEIN, JEROME D.

INFORMATION CONCERNING VISUAL PRESENTATION DEVICES, THEIR USE IN THE EDUCATION OF THE DEAF, AND THEIR SPECIAL PROBLEMS WERE SURVEYED. QUESTIONNAIRES WERE SENT TO ALL SCHOOLS AND CLASSES FOR THE DEAF IN THE UNITED STATES DURING THE FALL SEMESTER OF 1961-62. THE RESPONSE WAS 55.9 PERCENT OF THE QUESTIONNAIRES MAILED. INTERVIEWS WERE HELD WITH A…

"Confessing to Wilful Disobedience": An Ethnographic Study of Deaf People's Experience of Catholic Religious Schooling in the Republic of Ireland

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O'Connell, Noel Patrick

2018-01-01

This ethnographic study examines deaf people's experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied…

Development and testing of an antitobacco school-based curriculum for deaf and hard of hearing youth.

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Berman, Barbara A; Guthmann, Debra S; Crespi, Catherine M; Liu, Weiqing

2011-01-01

A tobacco use prevention curriculum tailored for deaf/hard of hearing youth was tested using a quasi-experimental design. Two schools for the deaf received the curriculum; two served as noncurriculum controls. Surveys assessed changes in tobacco use, tobacco education exposure, and tobacco-related attitudes and knowledge among students in grades 7-12 over 3 school years (n = 511-616). Current (past month) smoking decreased significantly at one intervention school (23% to 8%,p = .007), and current smokeless tobacco use at the other (7.5% to 2.5%, p = .03). Tobacco education exposure and antitobacco attitudes and knowledge increased significantly at one or both intervention schools. At one control school, reported tobacco education exposure decreased (p < .001) and antitobacco attitudes increased (p = .01). The results indicate that the curriculum increased perceived tobacco education exposure and significantly affected tobacco-related practices, attitudes, and knowledge.

The pedagogical effect of a health education application for deaf and hard of hearing students in elementary schools.

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Abbasi, Masoumeh; Eslami, Saeid; Mohammadi, Mahdi; Khajouei, Reza

2017-09-01

Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and hard of hearing students in elementary schools, and to investigate the student's perceptions in different educational grades about the educational effectiveness of the text, graphics, video clips, and animation in the application. The study design was quasi experimental and was conducted in Mashhad in 2016. Study population were deaf or hard-of-hearing students in elementary schools. The intervention included health application training to deaf and hard-of-hearing students in Mashhad. A questionnaire was used for data gathering. The pedagogical effectiveness was determined by measuring the modified Adapted Pedagogical Index. This index was created based on the characteristics of the application and study population. Statistical analysis was performed using the Kruskal-Wallis and Mann-Whitney tests with Bonferroni adjustment by SPSS 22. Eighty-two students participated in the intervention. The value of modified Adapted Pedagogical Index was 0.669, indicating that the application was effective. The results of Kruskal-Wallis H and Mann-Whitney U test showed significant differences in different educational grades. (pinformation technology can improve the education of deaf and hard-of-hearing students. Modified Adapted Pedagogical Index can be used for evaluation of non-interactive applications for elementary school children who are deaf or hard of hearing.

Fieldale-Collinsville Middle School: Banishing Anonymity

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Principal Leadership, 2010

2010-01-01

It is no accident that the staff at Fieldale-Collinsville Middle School adopted a central tenet of "Breaking Ranks in the Middle"--to banish anonymity by creating a personalized learning environment for all of its students. The school was created six years ago when the four middle schools in Henry County, VA, were consolidated into two…

Keratitis–ichthyosis–deafness syndrome: first affected family reported in the Middle East

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Al Fahaad H

2014-03-01

Full Text Available Hamad Al FahaadDepartment of Dermatology, College of Medicine, Najran University, Najran, Saudi ArabiaIntroduction: Keratitis–ichthyosis–deafness (KID syndrome is a rare congenital multisystem disorder affecting certain tissues of ectodermal origin such as epidermis, cochlea, and cornea, leading mainly to palmoplantar hyperkeratosis, ichthyosiform scaling, deafness, and blindness. The author reports for the first time in the Middle East three family members suffering from KID syndrome in the southwestern part of Saudi Arabia.Case presentation: Three patients from one family (ages 26, 16, and 14 years of apparently normal parents, with the two eldest being females and the youngest being male. All three patients were referred from a peripheral hospital to our dermatology clinic due to recurrent cutaneous fungal infections on their trunk, forearms, legs, and nails. On full assessment, they also found to have nearly similar cutaneous problems manifested by palmoplantar hyperkeratosis, generalized ichthyosiform scaling, subungual hyperkeratosis, and nail dystrophies. All patients suffered from total hearing loss in both ears since childhood as confirmed by pure tune audiometry. However, there was no blindness in any case; blepharitis with marked photophobia was the only ocular complaint. All these features are classically suggestive of KID syndrome.Keywords: connexin 26, GJB2, ichthyosis, KID syndrome, palmoplantar hyperkeratosis

Middle School Program and Participatory Planning Drive School Design.

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Sullivan, Kevin

1996-01-01

Uses the example of award-winning Black Hawk Middle School in Minnesota to examine: (1) developing a middle school architecture; (2) benefits of the house concept; (3) the need for staff involvement in school design; (4) assembling houses into schools; (5) reduced discipline problems; (6) fostering teacher collaboration; and (7) measuring success.…

The Cultural Construction of Linguistic Incompetence through Schooling: Deaf Education and the Transformation of the Linguistic Environment in Bali, Indonesia

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Branson, Jan; Miller, Don

2004-01-01

This article is based on field research that we conducted in a north Bali school (SLB Bagian B) for deaf students. The study involves documentation of the linguistic environments within which deaf people operate, focusing on the use of sign languages by deaf and hearing people. The following material on policies and practices oriented toward the…

Tobacco Prevention Education in Schools for the Deaf: The Faculty Perspective

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Berman, Barbara A.; Guthmann, Debra S.; Liu, Weiqing; Streja, Leanne

2011-01-01

We report results of a survey of tobacco education practices and perspectives among faculty at four Schools for the Deaf participating in the trial of a tailored tobacco prevention curriculum. Few faculty (20.4%) included tobacco use among the three most important health problems facing their students, although 88.8% considered tobacco education…

The Church of Deaf Sociality: Deaf Churchgoing Practices and "Sign Bread and Butter" in Bangalore, India

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Friedner, Michele

2014-01-01

This article ethnographically analyzes the practices of deaf young adults in Bangalore, India. As sign language is not used by families, schools, or other institutions, the church is a crucial educational space. Churchgoing provides deaf young adults with opportunities to orient themselves toward other deaf young adults, to develop new ideas of…

Utopia Middle School

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Cloud, Michelle

2006-01-01

The following excerpt allows the reader to briefly peer into an ideal school setting: For the purposes of this paper, the fictitious school will be named Utopia Middle School or U.M.S. U.M.S embodies and exemplifies the perfect school. At U.M.S., the campus administrators perform at a level of excellence that motivates, empowers and supports all…

Lesher Middle School: Commitment by Choice

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Principal Leadership, 2012

2012-01-01

This article features Lesher Middle School, a school of choice, as are all of the schools in the Poudre School District in Ft. Collins, Colorado. In 2004, it was a traditional junior high school with a declining enrollment that housed an application-based International Baccalaureate Middle Years Programme (IB MYP) that resulted in tracking…

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf.

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Henner, Jon; Caldwell-Harris, Catherine L; Novogrodsky, Rama; Hoffmeister, Robert

2016-01-01

Failing to acquire language in early childhood because of language deprivation is a rare and exceptional event, except in one population. Deaf children who grow up without access to indirect language through listening, speech-reading, or sign language experience language deprivation. Studies of Deaf adults have revealed that late acquisition of sign language is associated with lasting deficits. However, much remains unknown about language deprivation in Deaf children, allowing myths and misunderstandings regarding sign language to flourish. To fill this gap, we examined signing ability in a large naturalistic sample of Deaf children attending schools for the Deaf where American Sign Language (ASL) is used by peers and teachers. Ability in ASL was measured using a syntactic judgment test and language-based analogical reasoning test, which are two sub-tests of the ASL Assessment Inventory. The influence of two age-related variables were examined: whether or not ASL was acquired from birth in the home from one or more Deaf parents, and the age of entry to the school for the Deaf. Note that for non-native signers, this latter variable is often the age of first systematic exposure to ASL. Both of these types of age-dependent language experiences influenced subsequent signing ability. Scores on the two tasks declined with increasing age of school entry. The influence of age of starting school was not linear. Test scores were generally lower for Deaf children who entered the school of assessment after the age of 12. The positive influence of signing from birth was found for students at all ages tested (7;6-18;5 years old) and for children of all age-of-entry groupings. Our results reflect a continuum of outcomes which show that experience with language is a continuous variable that is sensitive to maturational age.

Hands-on earth science with students at schools for the Deaf

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Cooke, M. L.

2011-12-01

Earth science teachers at schools for the Deaf face a variety of challenges. This community of students has a wide range of language skills, teaching resources can be limited and often teachers are not trained in geosciences. An NSF CAREER grant provided an opportunity to make a difference to this community and foster earth science learning at 8 schools for the Deaf around the country. We designed hands-on deformational sandboxes for the teachers and provided accompanying curriculum materials. The sandbox is a physical model of crustal deformation that students can manipulate to test hypotheses. The visual nature of the sandbox was well-suited for the spatial grammar of American Sign Language used by these students. Furthermore, language skills were enhanced by scaffolded observation, sketch, annotation, discussion, interpretation assignments. Geoscience training of teachers was strengthened with workshops and three 5-day field trips for teachers and selected students to Utah, western New England and southern California. The field trips provided opportunity for students to work as geoscientists observing, interpreting, discussing and presenting their investigations. Between field trips, we set up videoconferences from the UMass experimental lab with the high school earth science classrooms. These sessions facilitated dialog between students and researchers at UMass. While the project set out to provide geoscience learning opportunities for students at Schools for the Deaf, the long lasting impact was the improved geoscience training of teachers, most of whom had limited post-secondary earth science training. The success of the project also rested on the dedication of the teachers to their students and their willingness to try new approaches and experiences. By tapping into a community of 6 teachers, who already shared curriculum and had fantastic leadership, the project was able to have significant impact and exceed the initial goals. The project has led to a

Using miscue analysis to assess comprehension in deaf college readers.

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Albertini, John; Mayer, Connie

2011-01-01

For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with older, college-age deaf students who might also be having difficulty decoding and understanding text at the word level. The goal of this study was to determine whether such an analysis would be helpful in identifying the source of college students' reading comprehension difficulties. After analyzing the miscues of 10 college-age readers and the results of other comprehension-related tasks, we concluded that comprehension of basic grade school-level passages depended on the ability to recognize and comprehend key words and phrases in these texts. We also concluded that these diagnostic procedures provided useful information about the reading abilities and strategies of each reader that had implications for designing more effective interventions.

The role of music in deaf culture: deaf students' perception of emotion in music.

Science.gov (United States)

Darrow, Alice-Ann

2006-01-01

Although emotional interpretation of music is an individual and variable experience, researchers have found that typical listeners are quite consistent in associating basic or primary emotions such as happiness, sadness, fear, and anger to musical compositions. It has been suggested that an individual with a sensorineural hearing loss, or any lesion in auditory perceptors in the brain may have trouble perceiving music emotionally. The purpose of the present study was to investigate whether students with a hearing loss who associate with the deaf culture, assign the same emotions to music as students without a hearing loss. Sixty-two elementary and junior high students at a Midwestern state school for the deaf and students at neighboring elementary and junior high schools served as participants. Participants at the state school for the deaf had hearing losses ranging from moderate to severe. Twelve film score excerpts, composed to depict the primary emotions-happiness, sadness, and fear, were used as the musical stimuli. Participants were asked to assign an emotion to each excerpt. Results indicated a significant difference between the Deaf and typical hearing participants' responses, with hearing participants' responses more in agreement with the composers' intent. No significant differences were found for age or gender. Analyses of the Deaf participants' responses indicate that timbre, texture, and rhythm are perhaps the musical elements most influential in transmitting emotion to persons with a hearing loss. Adaptive strategies are suggested for assisting children who are deaf in accessing the elements of music intended to portray emotion.

Does elementary school alcohol, tobacco, and marijuana use increase middle school risk?

Science.gov (United States)

Wilson, Nance; Battistich, Victor; Syme, S Leonard; Boyce, W Thomas

2002-06-01

To assess whether alcohol, tobacco, and other drug (ATOD) use in elementary school may have serious implications for continued ATOD use in middle school and beyond. Longitudinal analyses were conducted on questionnaire data from 331 middle school students who had previously provided ATOD-use data during elementary school. Non-school personnel administered questionnaires in three participating school districts in three different states. The sample of students was ethnically and geographically diverse, including students from a range of low socioeconomic status backgrounds living in rural, urban or inner-city environments. Middle school alcohol use was almost three times as likely to occur if alcohol use had occurred in elementary school (OR = 2.94, p Elementary school use of tobacco and marijuana also greatly increased the likelihood of middle school use (OR = 5.35, p elementary school, during the middle childhood years.

Social Adjustment of Deaf Early Adolescents at the Start of Secondary School: The Divergent Role of Withdrawn Behavior in Peer Status

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Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

2014-01-01

This study examined the peer relationships and social behaviors of deaf adolescents in the first 2 years of secondary school. Peer nominations and ratings of peer status and behavior were collected longitudinally with 74 deaf and 271 hearing adolescents from Grade 7 to Grade 8. The predictions of deaf adolescents' peer status in Grade 8 from Grade…

THE VALUE SYSTEM IN DEAF POLISH ADOLESCENTS

Directory of Open Access Journals (Sweden)

Joanna KOSSEWSKA

2011-09-01

Full Text Available Adolescence is the core stage for the development of the value system, one of the most important determinants of the human identity. The issue discussed in this paper is the perception of the value system by the people with impaired hearing who constitute a cultural minority. Such assumption can be made based on the cross-cultural value survey conducted by S.H. Schwartz. The Schwartz’s approach was chosen in this research to measure the culture on individual level.Sixty-six deaf adolescent students from secondary residential schools aged between15 and 20 years (29 male, 37 female and 93 hearing students from boarding middle schools aged between 15 and 17 years (39 male and 54 female were tested by using the Schwartz Portrait Values Questionnaire.The results showed that the intergroup value system differences were modified by gender. Hearing adolescent males considered bene­volence, hedonism and stimulation as more important than female adolescents did. In the deaf subgroup, the females valued security, power and achievement more than males. The mode of communication within the family had only one significant effect: the use of signing language implies significantly higher level of conformity in comparison to the people who communicate verbally.

Survey and Analysis of Dental Caries in Students at a Deaf-Mute High School

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Wei, Hong; Wang, Yan-Ling; Cong, Xiao-Na; Tang, Wan-Qin; Wei, Ping-Min

2012-01-01

The present cross-sectional study was conducted to assess and compare the prevalence of dental caries of 229 deaf adolescents in a special senior high school and to identify factors related to dental caries, with a match group of 196 healthy adolescents in a normal senior high school, in Jiangsu province of East China. In this study the prevalence…

Working While in Middle School: Student Perceptions of School Climate & Connectedness

Science.gov (United States)

Miller, Sabrena

2016-01-01

Does working during the school year result in lowered perceptions of school climate and connectedness for middle school students? According to outcomes from a Rocky Mountain Region School District's (RMRSD) school climate survey, 20% of their middle school student population works during the school year. Existing literature on youth employment…

Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

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Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew

2004-01-01

The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…

Identity development in deaf adolescents

NARCIS (Netherlands)

Kunnen, E. Saskia

2014-01-01

We studied identity development during 5 years in 11 deaf adolescents who attend a school for deaf children in the highest level of regular secondary education (age between 14 and 19 years). Identity development is conceptualized by the processes of exploration and commitment formation, as

School Size and Incidents of Violence among Texas Middle Schools

Science.gov (United States)

Kohler, Elizabeth A.; Onwuegbuzie, Anthony J.; Combs, Julie P.; Bustamante, Rebecca M.; Edmonson, Stacey L.

2015-01-01

Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was…

In the Beginning of the Middle: Curriculum Considerations for Middle School General Music

Science.gov (United States)

Giebelhausen, Robin

2015-01-01

Middle school general music is an experience that numerous music educators feel underprepared to teach. Because many undergraduate programs spend little time on this teaching scenario and because the challenges of middle school general music are different from those of elementary general music or middle school ensembles, teachers often lack the…

Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

Science.gov (United States)

Lesar, Irena; Smrtnik Vitulic, Helena

2014-01-01

The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…

Understanding Deaf Readers: An Interpretative Phenomenological Analysis

Science.gov (United States)

Kelstone, Aaron Weir

2013-01-01

The development of reading skills, beyond a functional level, is difficult for most deaf readers. Standardized testing demonstrates a median 4th grade reading level that remains consistent even after national norming of the Stanford Achievement test on the population of deaf school children. Deaf education continues to generate various educational…

Development of Deaf Identity: An Ethnographic Study

Science.gov (United States)

McIlroy, Guy; Storbeck, Claudine

2011-01-01

This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural…

The Middle School Mess: If You Love Bungee Jumping, You're the Middle School Type

Science.gov (United States)

Meyer, Peter

2011-01-01

Suspended "between childhood and the adult world, pre-teens have been called the toughest to teach." Indeed, one can't touch middle school without hearing about "raging hormones." By all accounts, middle schools are a weak link in the chain of public education. Is it the churn of ill-conceived attempts at reform that's causing all the problems? Is…

Research-Based Curriculum, Pedagogy, and Assessment in a Deaf Bilingual Program

Science.gov (United States)

Peterson, Laura

2012-01-01

The California School for the Deaf (CSD), Fremont, is a deaf-centered bilingual program. CSD's approach to curriculum development, instructional pedagogy, and assessment integrates best practices in deaf education, bilingual education, and general education. The goals of the program are outlined in the Expected School-wide Learning Results which…

[History of the rehabilitation of the deaf child].

Science.gov (United States)

Noyon, P

1995-01-01

As a deaf mute, because mute and more often than not deaf, and then deaf and dumb, because deaf and therefore dumb, the deaf child inevitably deprived of spontaneous speech was considered up to the end of the middle ages as having no possibility of language or of thought, left to the sorry fate of being part of a sporadic population expressing themselves by gestures, a language bereft of past and future, understood only by a few members of the family or occasionally deaf neighbours. During the Renaissance, it appeared that with specific education the deaf child could talk, have a language, and therefore thought. Due merit must be given to 16th century Spain. In the 18th century, France discovered that gestures can also be a language, collated and constructed thanks to the collaboration of the partially deaf. From then on, gestual language flourished in America whilst the rest of Europe continued to prefer oral rehabilitation. With current medical progress, the deaf are no longer deaf. Deafness in the child still exists, however, but there are no longer any mutes. The deaf child can achieve access to language, which may be oral or gestual. The choice between these two modes of expression is still very tropical.

Comparative characteristics of the development of psychomotor sphere deaf primary school children and their peers with hearing preservation

Directory of Open Access Journals (Sweden)

A.A. Іvahnenko

2014-01-01

Full Text Available Purpose: to identify indicators of development of psychomotor function deaf children aged 7-10 years and find out the characteristic features of their manifestation. Material : the study involved 242 children aged 7-10 years, 128 of them deaf. Results : psychomotor development indicators defined functions deaf children aged 7-10 years. A comparative analysis with indicators of their peers with hearing preservation. Lagging indicators revealed psychomotor function deaf children ( ability to regulate spatio-temporal parameters and dynamic movements, orientation in space, coordination movements, the ability to preserve static and dynamic balance, motor memory, a sense of rhythm, the ability to arbitrarily relax muscles, hands and coordination micromovements fingers capable of simultaneously performing movements coordination ballistic movements averaging 14.6 % to 60.6 %. Conclusions : It was found that deaf children of primary school age the development of psychomotor function occurs more slowly compared with hearing children their age.

Identity Development in Deaf Adolescents

Science.gov (United States)

Kunnen, E. Saskia

2014-01-01

We studied identity development during 5 years in seven deaf adolescents who attended a school for deaf children in the highest level of regular secondary education (age between 14 and 18 years), administering identity interviews every year. Identity development is conceptualized as the processes of exploration and commitment formation (Bosma,…

A professional development programme for teachers of the deaf in South Africa

OpenAIRE

2012-01-01

D.Ed. Education for the Deaf in South Africa appears to be insufficiently researched, contributing to a less than ideal educational situation. Teachers are not trained to address the special needs of Deaf learners, there is limited cohesive instructional theory and the educational policy focussing on the needs of Deaf learners is limited in both range and depth. Due to the ineffectiveness of Deaf education in South Africa, the majority of Deaf school leavers leave school linguistically imp...

Navigating middle grades: role of social contexts in middle grade school climate.

Science.gov (United States)

Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

2014-09-01

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

School Placement and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing

Science.gov (United States)

Schick, Brenda

2013-01-01

In the education of students who are deaf and hard of hearing (DHH), there is much debate about how placement affects educational outcomes and quality of life. This study examined the relationship between quality of life and educational placement that include and do not include other DHH youth. Participants included 221 DHH youth, ages 11–18 with bilateral hearing loss. Results showed that there were few differences in quality of life related to school placement (with age, gender, depression symptoms, and hearing level as covariates). For both participation and perceived stigma, there was an interaction between school placement and parent hearing status, with no single school placement showing the best results. DHH youth with hearing parents in schools specifically for DHH students scored lower than DHH with deaf parents in some domains (Participation and Perceived Stigma). When the DHH youth were compared with the general population, those in schools that included DHH students scored lower in some aspects of quality of life, particularly Self and Relationships. This study demonstrates that DHH students may not differ much in terms of quality of life across schools placements, but that there may be differences in subsets of DHH youth. PMID:23184867

Marital Quality in Deaf-Deaf and Deaf-Hearing Marriages

OpenAIRE

Mosier, Anthony G.

1999-01-01

The purpose of this study was to assess similarities and differences in marital adjustment between Deaf-Deaf and Deaf-hearing married couples. In examining marital adjustment, Spanier's Revised Dyadic Adjustment Scale (RDAS) was translated from English to American Sign Language (ASL) and administered to 30 Deaf-Deaf and 22 Deaf-hearing couple respondents. Although there were no statistically significant differences between the two groups. Deaf-Deaf couples tended to have higher marital adj...

Supporting Deaf Students with Intellectual Disabilities through a Specialized Literacy Curriculum

Science.gov (United States)

Berchin-Weiss, Janice; Falk, Jodi L.; Cunningham, Katherine Egan

2016-01-01

The incidence of d/Deaf students with intellectual disabilities in schools for the d/Deaf has increased; however, the development of curricula for this population has not kept up with this trend. A literacy curriculum was developed at St. Joseph's School for the Deaf (SJSD) to address the special needs of these students using a reading and writing…

Relational Aggression among Middle School Girls

Science.gov (United States)

Dallape, Aprille

2008-01-01

The purpose of this study was to examine the correlates that define relational aggression among middle school girls, the relationships among these factors, and the association between the correlates of relational aggression and the type of relational aggression (e.g., verbal, withdrawal) exhibited among middle school girls. The findings of this…

Prior knowledge of deaf students fluent in brazilian sign languages regarding the algebraic language in high school

Directory of Open Access Journals (Sweden)

Silvia Teresinha Frizzarini

2014-06-01

Full Text Available There are few researches with deeper reflections on the study of algebra with deaf students. In order to validate and disseminate educational activities in that context, this article aims at highlighting the deaf students’ prior knowledge, fluent in Brazilian Sign Language, referring to the algebraic language used in high school. The theoretical framework used was Duval’s theory, with analysis of the changes, by treatment and conversion, of different registers of semiotic representation, in particular inequalities. The methodology used was the application of a diagnostic evaluation performed with deaf students, all fluent in Brazilian Sign Language, in a special school located in the north of Paraná State. We emphasize the need to work in both directions of conversion, in different languages, especially when the starting record is the graphic. Therefore, the conclusion reached was that one should not separate the algebraic representation from other records, due to the need of sign language perform not only the communication function, but also the functions of objectification and treatment, fundamental in cognitive development.

Classics Reconsidered: Tolstoy in the Middle School Classroom.

Science.gov (United States)

Kazemek, Francis E.

1998-01-01

Argues that classic authors can and should still be kept at the center of the literature curricula in the middle school. Uses Leo Tolstoy as an example, describing briefly some of Tolstoy's works that are especially appropriate for early middle school readers, later middle schoolers of average reading ability, and the most able middle school…

A Comparison of Middle School Teachers' Pupil Control Ideology

Science.gov (United States)

Jones, Paul; Garner, Arthur E.

1978-01-01

Compares pupil control ideology--discipline policy--of middle school classroom teachers with the intent of finding what attributes are needed for middle school teachers and the particular type classroom environment that facilitates optimum learning conditions for middle school children. (Author/RK)

The beginning teacher of the deaf in the United States. A view from the field.

Science.gov (United States)

Rittenhouse, B; Kenyon-Rittenhouse, P

1997-03-01

This study explored the strengths and weaknesses of first year teachers of the deaf through 2 randomly-distributed national surveys and interviews with randomly-selected respondents. The data were gathered over a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indicate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-bound deaf students and those presently attending college, to the teachers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, and a commitment to the deaf students. Deaf students, schools, and their alumni sense that they are all part of the whole but too often at odds with each other. Students want to be involved in school decision making and school supervisors agree that this should happen. Teachers want to work with university programs and program directors value the teachers' work. Alumni retrospectively see ways to improve high school education and their high school contemporaries articulated similar suggestions.

Issues in the Sexual Molestation of Deaf Youth.

Science.gov (United States)

Vernon, McCay; Miller, Katrina R.

2002-01-01

Discussion of issues involved in sexual abuse of deaf youth in schools considers characteristics of pedophiles and hebephiles and how sexual offenders are dealt with in the criminal justice system. It suggests ways to prevent sexual abuse of children who are deaf and what to look for in identifying deaf children who are being victimized. (Contains…

A systematic search for linkage with nonsyndromic recessive deafness in two large Middle Eastern inbred kindreds excludes more than 30% of the genome

Energy Technology Data Exchange (ETDEWEB)

Weiss, S.; Korostishevsky, M. [Sackler Faculty of Medicine, Ramat-Aviv (Israel); Frydman, M. [Haim Sheba Medical Center, Tel-Hashomer (Israel)] [and others

1994-09-01

It has been estimated that as many as 35 loci may individually cause autosomal recessive non-syndromic deafness. The extreme genetic heterogeneity, limited clinical differentiation and phenotypic assortative mating in many western countries make many families unsuitable for genetic linkage studies. Recently the first of those loci was mapped (to 13q) in two consanguineous families from northern Tunisia. We are studying two large highly consanguineous Middle Eastern kindreds (a total of 26 deaf in 98 sampled individuals). Examination in each family showed no evidence of clinical heterogeneity and indicated an uncomplicated profound bilateral sensorineural deafness. We have been able to exclude the 13q locus as the cause of deafness in each kindred and have also excluded such `candidate` loci as regions as those causing Usher`s syndrome type 1 (11q13)(11p), Usher`s syndrome type II (1q32-q41), Waardenburg syndrome type I (2q37), branchio-oto-renal syndrome (8q12-q13), Monge`s deafness (5q31), and Treacher Collins syndrome (5q31.3-q33.3). To date, no lod scores greater than 1 have been obtained in either kindred using 150 RFLT`s, VNTR`s and highly polymorphic microsatellite markers (CA repeats and tetranucleotides). By Morton`s criterion a minimum of 30% of the autosomal genome can be excluded for each kindred separately.

Teachers' Perceptions of Communication Needs of Deaf Children in ...

African Journals Online (AJOL)

Communication has been identified as one of the greatest areas of difficulty for the deaf. Both the receptive and expressive communication pose barriers in almost all aspects of life of the deaf. This study endeavors to examine teachers' perceptions of communication needs of deaf children in Kenyan school system.

Calendar systems and communication of deaf-blind children

Directory of Open Access Journals (Sweden)

Jablan Branka

2012-01-01

Full Text Available The aim of this paper is to explain the calendar systems and their role in teaching deaf-blind children. Deaf-blind persons belong to a group of multiple disabled persons. This disability should not be observed as a simple composite of visual and hearing impairments, but as a combination of sensory impairments that require special assistance in the development, communication and training for independent living. In our environment, deaf-blind children are being educated in schools for children with visual impairments or in schools for children with hearing impairments (in accordance with the primary impairment. However, deaf-blind children cannot be trained by means of special programs for children with hearing impairment, visual impairment or other programs for students with developmental disabilities without specific attention required by such a combination of sensory impairments. Deaf-blindness must be observed as a multiple impairment that requires special work methods, especially in the field of communication, whose development is severely compromised. Communication skills in deaf-blind people can be developed by using the calendar systems. They are designed in such a manner that they can be easily attainable to children with various sensory impairments. Calendars can be used to encourage and develop communication between adult persons and a deaf-blind child.

Oscar F. Smith Middle School: One Extra Degree

Science.gov (United States)

Principal Leadership, 2012

2012-01-01

This article features Oscar F. Smith Middle School, a challenging school in Chesapeake, Virginia. When Principal Linda Scott exclaims, "Oscar F. Smith Middle School is "hot"!" to visitors, she is not referring to the inside temperature of the bustling school of grades 6-8 located in the historic South Norfolk borough of…

School Climate in Middle Schools: A Cultural Perspective

Science.gov (United States)

Schneider, Stephanie H.; Duran, Lauren

2010-01-01

In 2007-08 and 2008-09, 2,500 randomly-selected middle school students completed an annual survey on school climate and character development. In examining differences based upon grade, gender, race/ethnicity, school, and length of program participation, significant differences were found for all but length of program participation. Responses of…

School-to-Work Curricula in the Middle Schools: Design, Benefits, and Concerns.

Science.gov (United States)

Finch, Curtis R.; Mooney, Marianne

2002-01-01

Interviews with 28 middle school staff regarding school-to-work STW curriculum implementation, focus, outcomes, and issues found a range of benefits provided to students. STW experiences contributed to young adolescent development, self-understanding, confidence, self-esteem, motivation, and responsibility--in other words, what middle schools were…

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].

Science.gov (United States)

Schick, Andreas; Cierpka, Manfred

2009-01-01

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach.

Violence Prevention in Middle School: A Preliminary Study

Science.gov (United States)

KIllam, Wendy K.; Roland, Catherine B.; Weber, Bill

2014-01-01

Violence in schools continues reflecting violence within society. There is a growing need for violence prevention programs within the schools that provide students with the skills needed to cope with interpersonal and relationship is-sues effectively. This study was conducted at a middle school and there were 345 middle school students (6th to 8th…

Uniforms in the Middle School: Student Opinions, Discipline Data, and School Police Data

Science.gov (United States)

Sanchez, Jafeth E.; Yoxsimer, Andrew; Hill, George C.

2012-01-01

This study investigated public middle school students' opinions on the benefits of wearing a school uniform. A review of related literature is provided along with results of the opinions obtained from 604 seventh- and eighth-grade middle school students attending a public school in Nevada that had recently initiated a school uniform policy.…

Testicular cancer knowledge among deaf and hearing men.

Science.gov (United States)

Sacks, Loren; Nakaji, Melanie; Harry, Kadie M; Oen, Marcia; Malcarne, Vanessa L; Sadler, Georgia Robins

2013-09-01

Testicular cancer typically affects young and middle-aged men. An educational video about prostate and testicular cancer was created in American Sign Language, with English open captioning and voice overlay, so that it could be viewed by audiences of diverse ages and hearing characteristics. This study recruited young Deaf (n = 85) and hearing (n = 90) adult males to help evaluate the educational value of the testicular cancer portion of this video. Participants completed surveys about their general, testicular, and total cancer knowledge before and after viewing the video. Although hearing men had higher pre-test scores than Deaf men, both Deaf and hearing men demonstrated significant increases in General, Testicular, and Total Cancer Knowledge scores after viewing the intervention video. Overall, results demonstrate the value of the video to Deaf and hearing men.

School lunch waste among middle school students: nutrients consumed and costs.

Science.gov (United States)

Cohen, Juliana F W; Richardson, Scott; Austin, S Bryn; Economos, Christina D; Rimm, Eric B

2013-02-01

The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policymakers, students, and their families. Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a 2-year pilot study (2007-2009) in which a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percentage of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in these Boston middle schools. For most meal components, substantially less than 85% was consumed. There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards, and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students might benefit if additional focus were given to the quality and palatability of school meals. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Satisfaction of Middle School Lunch Program Participants and Non-Participants with the School Lunch Experience

Science.gov (United States)

Smith, Stephanie; Cunningham-Sabo, Leslie; Auld, Garry

2015-01-01

Purpose/Objectives: The purpose of this study was to determine middle school students' satisfaction with the school lunch experience, using two validated surveys; the Middle/Junior High School Student Participation Survey and the Middle/Junior High School Student Non-Participation Survey, both developed by the National Food Service Management…

DEVELOPMENT AND TESTING OF AN ANTI-TOBACCO SCHOOL-BASED CURRICULUM FOR DEAF AND HARD OF HEARING YOUTH

Science.gov (United States)

Berman, Barbara A.; Guthmann, Debra S.; Crespi, Catherine M.; Liu, Weiqing

2010-01-01

Although school-based programming is an important element of the effort to curb tobacco use among young people, a comprehensive tailored curriculum has not been available for deaf and hard of hearing youth. The authors describe the drafting of such a program by expert educators, and findings from a test of the curriculum using a quasi-experimental non-equivalent control group design involving four schools for the deaf in three states. Two schools received the curriculum and two served as non-curriculum controls. Survey data were collected from students in grades 7–12 at baseline and at the start and end of three school years, from 511 to 616 students at each time point, to assess tobacco use, exposure to tobacco education, and tobacco-related knowledge, attitudes and practices. Changes within each school were assessed as the difference between the baseline survey and the average of the last four follow-up surveys. Current (past month) smoking declined significantly at one intervention school (22.7% baseline to 7.9% follow-up, p=.007) and current smokeless tobacco use at the other (7.5% baseline to 2.5% follow-up, p=.03). Exposure to tobacco prevention education, and anti-tobacco attitudes and knowledge each increased significantly at one or both schools. One control school experienced a significant decline in tobacco education exposure (pdeaf and hard of hearing youth. PMID:21449256

Democratic Leadership in Middle Schools of Chihuahua Mexico: Improving Middle Schools through Democracy

Science.gov (United States)

Delgado, Manuel Lopez

2014-01-01

The purpose of this study was to analyse the effects of the implementation of a democratic approach to lead and manage middle schools in Chihuahua, Mexico. This research was based on a Likert questionnaire and semistructured interviews to explore the level of involvement of students, teachers, and parents in schools participating in a programme…

Motivation and Ways to Motivate Students of Middle School

Institute of Scientific and Technical Information of China (English)

朱洪琼

2012-01-01

Motivation is critical in English learning of middle school,thus,how to effectively motivate students in English learning is an important problem.This study intends to find ways to motivate students of middle school.Self-report data were collected from 45 students in The Experiment Middle School Attached to Yunnan Normal University by using a close-ended questionnaire.

Engaging Musical Practices: A Sourcebook for Middle School General Music

Science.gov (United States)

Burton, Suzanne L., Ed.

2012-01-01

Middle school general music may be a student's last encounter with school music. A practical book with accessible pedagogical resources on middle school general music is needed for methods courses and music practitioners' use. The book "Engaging Musical Practices: A Sourcebook for Middle School General Music" presents numerous ways to engage…

Cyborgization: Deaf Education for Young Children in the Cochlear Implantation Era

Science.gov (United States)

Valente, Joseph Michael

2011-01-01

The author, who was raised oral deaf himself, recounts a visit to a school for young deaf children and discovers that young d/Deaf children and their rights are subverted by the cochlear implantation empire. The hypercapitalist, techno-manic times of cochlear implantation has wreaked havoc to the lives of not only young children with deafness but…

Computational solution for the auxiliary in the literacy of deaf

Directory of Open Access Journals (Sweden)

João Carlos Lopes Fernandes

2016-11-01

Full Text Available The learning of the deaf is a great challenge for educators, especially in Portuguese-speaking course. Brazilian schools are not prepared for suits with deaf, because they lack trained professionals. Current Brazilian educational policies, seeking socialize all deaf and not deaf students. The Brazilian deaf community uses LIBRAS, Brazilian sign language as their main form of communication between them. Integrating LBS and Portuguese is one of the main current challenges and the use of computers has helped a lot.

Descriptions of the American Deaf Community, 1830-2000: Epistemic Foundations

Science.gov (United States)

Rosen, Russell S.

2008-01-01

Prior to the formation of schools for the deaf in America in the early 19th century, with rare exceptions, deaf people lived under largely solitary conditions. After the formation of such schools they became a community with their own language, organizations and cultural traditions. Several social theorists have proffered various descriptions of…

Sleep Habits of Elementary and Middle School Children in South Texas.

Science.gov (United States)

Surani, Salim; Hesselbacher, Sean; Surani, Saherish; Sadasiva, Sreevidya; Surani, Zoya; Surani, Sara S; Khimani, Amina; Subramanian, Shyam

2015-01-01

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

Local Middle School Receives School-to-Career Grant

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Teacher Enhancement Program. The money will be used to help students explore career opportunities and and career development by giving them access to people working in local businesses and government Middle School Receives School-to-Career Grant For more information contact: e:mail: Public Affairs

A Case Study of Academic Growth in Schools for the Deaf: The Convergence of Educational Policy and Organizational Theory

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Virnig, Sean M.

2013-01-01

In this age of educational accountability, public schools are presumed to have the innate organizational capability to meet academic achievement benchmarks. Fair or not, this presumption also extends to schools serving students who are deaf, a population whose academic achievement continues to be unsatisfactory. This dissertation investigated how…

School Start Times for Middle School and High School Students - United States, 2011-12 School Year.

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Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

2015-08-07

Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

Recruiting middle school students into nursing: An integrative review.

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Williams, Cheryl

2017-10-27

Middle school students interested in nursing need clarification of the nursing role. Students choose nursing as a career because they want to help others, yet they are often unaware of the need to for arduous secondary education preparation to become a nurse. Middle school students, if not properly exposed to the career during their formative years, may choose another career or not have enough time for adequate nursing school preparation. This integrative review examined seven studies from years 2007 to 2016, which utilized various recruitment strategies to increase the awareness of nursing as a career in middle school and address the need for academic rigor. Implications of the review: there is a need for collaboration between nurses and school counselors to design more robust longitudinal studies of middle school interventions for students interested in nursing as a career. © 2017 Wiley Periodicals, Inc.

Sleep Habits of Elementary and Middle School Children in South Texas

Directory of Open Access Journals (Sweden)

Salim Surani

2015-01-01

Full Text Available Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children’s Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-Being: Comparisons before and after a Major School Transition

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Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

2012-01-01

This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and…

The Growing Need for Middle School Evaluation.

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Alexander, William M.

A review of the goals and issues in the development and evaluation of the middle school concept is presented. Although there has been a great increase in the number of middle schools, many seem to be organized without careful planning of goals, programs and evaluation strategies. A review of the problems involved led to the formation of fifteen…

Presence of automated external defibrillators in North Carolina public middle schools.

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Fields, Karl B; Bright, Jacob

2011-01-01

Automated external defibrillators (AEDs) have been used in the school setting to successfully resuscitate students, staff, and visitors. All public high schools in North Carolina have an AED. However, the number of North Carolina public middle schools with an AED is unknown. The purpose of this study was to determine the presence of AEDs at public middle schools in North Carolina and to estimate the cost associated with providing an AED to all public middle schools currently without one. All 547 middle schools in North Carolina's 117 public school systems were surveyed in 2009 via e-mail, fax, and, when necessary, telephone about whether an AED was present on site. For middle schools without AEDs, we estimated the cost of purchase and for 1 year of maintenance. A total 66.6% of public middle schools responded to 1 of 3 survey mailings. The remaining schools were contacted by telephone, so that 100% were included in data collection. At the time of the survey, at least 1 AED was present in 334 schools (61.1%). Of the 213 schools without AEDs, 57 (26.8%) were in school systems in which some middle schools had AEDs, and 156 (73.2%) were in systems in which no middle school had an AED. On the basis of a start-up cost of $1,200 per AED, the cost of providing an AED to each school without one is approximately $255,600. These data are based on self-report, and we could not verify whether AEDs were functional. Cost estimates do not include charges for ongoing maintenance and staff training. Two hundred and thirteen North Carolina public middle schools (38.9%) do not have an AED on site.

The Middle School Concept Meets the Age of Assessments: How One Middle School Has Adapted to the New Age

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Seed, Allen H.; Watts, Cherry

2011-01-01

The Middle School Concept brings together good teaching practices with the unique needs of pre-adolescent students. Since the passing of the NCLB, more and more attention has been generated on the results of high stakes testing. The question of what happens to the middle school concept when it confronts the demands of this new age of testing is…

Music and Deaf Culture: Images from the Media and Their Interpretation by Deaf and Hearing Students.

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Darrow; Loomis

1999-01-01

The purpose of the study was threefold: (a) to examine how the visual media have portrayed the subject of music and the deaf, (b) to verify the validity of these portrayals with members of the deaf community, and (c) to compare and contrast deaf and hearing audiences' impressions of these portrayals. An additional purpose of the research was to examine the results in light of possible misconceptions that may be construed by music therapists and music educators based upon the media's representation of the relationship between music and deaf culture. Since music therapists and music educators are the primary persons responsible for the music instruction of students in school programs for deaf and hard-of-hearing students, it is particularly important that they receive accurate messages about the relationship of music to deaf culture. Fifty deaf (n = 25) and hearing (n = 25) undergraduate college students individually viewed motion picture and television excerpts related to music and the deaf. Subjects were instructed to take notes as needed regarding the content of each excerpt and their impressions. Students were then interviewed in their native language, English or American Sign Language, as to their interpretations and perceptions regarding these excerpts and their accuracy. Interviews of the deaf students were translated into English from American Sign Language by trained interpreters. Written transcriptions were then made of the interpreters' English translations of the interviews with deaf students and of the verbal interviews with hearing students. Interview transcripts from both groups were coded and analyzed for recurring themes and patterns using content analysis. Data analysis revealed cultural patterns for the two groups, impressions specific to individual subjects, and trends in communication style and content for the two groups. Implications for music therapists and music educators are given regarding the influence of the media, characteristics of deaf

Sociocultural and Academic Considerations for School-Age d/Deaf and Hard of Hearing Multilingual Learners: A Case Study of a Deaf Latina.

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Baker, Sharon; Scott, Jessica

2016-01-01

For decades , research has focused on American Sign Language/English bilingual education for d/Deaf and hard of hearing students whose families used English or ASL. However, a growing population of d/Dhh children come from households where languages other than English (e.g., Spanish, Chinese, Vietnamese) are used. In a longitudinal case study, the authors document the K-12 educational pathway of a deaf Latina student. Anecdotal records, semistructured interviews, assessment data, and document reviews of the participant's school and clinical records are used to develop the case study. The findings provide the basis for recommendations for future research and for critical factors to consider to improve the education of d/Dhh Multilingual Learners (DMLs). These include ensuring appropriate educational placements, addressing early communication and language needs, determining effective instructional techniques and assessments, strengthening the L1 to support L2 learning, and providing students with opportunities to learn their heritage language.

An unhappy and utterly pitiable creature? Life and self images of Deaf people in the Netherlands at the time of the founding fathers of Deaf education

NARCIS (Netherlands)

Tellings, A.E.J.M.; Tijsseling, C.

2005-01-01

This article describes how young deaf people in the Netherlands between 1809 and 1828 made the transition from living in a school for the Deaf,1 a rather protected community with mostly deaf people and with hearing people who could understand them rather well, to a life in hearing society with

Children, Deaf, of Deaf Parents

NARCIS (Netherlands)

Baker, A.E.; van den Bogaerde, B.; Gertz, G.; Boudreault, P.

2016-01-01

Deaf children with Deaf parents usually grow up in the Deaf community, that is if their parents offer them a sign language and are active members of the community. These Deaf children are similar to other children of linguistic and cultural minorities in many ways. They are also different in that

What Role for Middle School Sports?

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McEwin, C. Kenneth; Dickinson, Thomas S.

1998-01-01

Safe, developmentally appropriate play is difficult to achieve when middle schools move into the competitive interscholastic arena. Problems associated with middle-level sports programs include students' predisposition to physical injury, psychological unreadiness, high attrition rates, improper coaching, and liability issues. Improving…

The education of the deaf from exclusion to inclusion

Directory of Open Access Journals (Sweden)

Mª Carmen Gómez Gómez

2018-04-01

Full Text Available The education of deaf students normally begins to be studied from Ponce de Leon in a monastery of Burgos; but until this moment people with hearing loss or deafness have had moments in history with more or less acceptance. In primitive societies both could be protected as repudiated , depending on whether the deafness was considered a punishment or a gift of God holder . Over time , history has continued to generate periods of more or less accepted to be people, but especially after the Middle Ages and the eighteenth century past has been where most progress has been made towards integration and inclusion.

Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences

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Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin

2015-01-01

The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…

Acoustics outreach program for the deaf

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Vongsawad, Cameron T.; Berardi, Mark L.; Whiting, Jennifer K.; Lawler, M. Jeannette; Gee, Kent L.; Neilsen, Tracianne B.

2016-03-01

The Hear and See methodology has often been used as a means of enhancing pedagogy by focusing on the two strongest learning senses, but this naturally does not apply to deaf or hard of hearing students. Because deaf students' prior nonaural experiences with sound will vary significantly from those of students with typical hearing, different methods must be used to build understanding. However, the sensory-focused pedagogical principle can be applied in a different way for the Deaf by utilizing the senses of touch and sight, called here the ``See and Feel'' method. This presentation will provide several examples of how acoustics demonstrations have been adapted to create an outreach program for a group of junior high students from a school for the Deaf and discuss challenges encountered.

Calendar systems and communication of deaf-blind children

OpenAIRE

Jablan Branka; Stanimirov Ksenija

2012-01-01

The aim of this paper is to explain the calendar systems and their role in teaching deaf-blind children. Deaf-blind persons belong to a group of multiple disabled persons. This disability should not be observed as a simple composite of visual and hearing impairments, but as a combination of sensory impairments that require special assistance in the development, communication and training for independent living. In our environment, deaf-blind children are being educated in schools for children...

Skynet Junior Scholars: Bringing Astronomy to Deaf and Hard of Hearing Youth

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Meredith, Kate; Williamson, Kathryn; Gartner, Constance; Hoette, Vivian L.; Heatherly, Sue Ann

2016-01-01

Skynet Junior Scholars (SJS), funded by the National Science Foundation, aims to engage middle school youth from diverse audiences in investigating the universe with research quality robotic telescopes. SJS project development goals include: 1) Online access to optical and radio telescopes, data analysis tools, and professional astronomers, 2) An age-appropriate web-based interface for controlling remote telescopes, 3) Inquiry-based standards-aligned instructional modules. From an accessibility perspective, the goal of the Skynet Junior Scholars project is to facilitate independent access to the project by all youth including those with blindness or low vision and those who are Deaf or Hard of Hearing.Deaf and Hard of Hearing (DHH) students have long been an underserved population within STEM fields, including astronomy. Two main barriers include: (1) insufficient corpus of American Sign Language (ASL) for astronomy terminology, and (2) DHH education professionals who lack astronomy background. A suite of vocabulary, accessible hands-on activities, and interaction with trained professionals, are critical for enhancing the background experiences of DHH youth, as they may come to an astronomy lesson lacking the basic "incidental learning" that is often taken for granted with hearing peers (for example, from astronomy in the media).A collaboration between the Skynet Junior Scholars (SJS) project and the Wisconsin School for the Deaf is bringing astronomy to the DHH community in an accessible way for the first time. We follow a group of seven DHH youth over one semester as they interact with the SJS tools and curriculum to understand how they assimilate astronomy experiences and benefit from access to telescopes both directly (on school campus and at Yerkes Observatory) and through Skynet's robotic telescope network (optical and radio telescopes, inquiry-based modules, data analysis tools, and professional astronomers). We report on our first findings of resources and

Connecting university science experiences to middle school science teaching

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Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

1991-06-01

Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

The relationship of mentoring on middle school girls' science-related attitudes

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Clark, Lynette M.

This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

Political and organizational influences on middle school evaluations

NARCIS (Netherlands)

Scheerens, Jaap; Creemers, Bert P.M.

1988-01-01

Middle school evaluations provide a case in point when the influence of political and organizational contextual conditions on evaluations is considered. This is illustrated by means of a description of the experiences with the middle school evaluation in the Netherlands and a brief sketch of the

Adult and Middle School Girls' Perceptions of Risk-Taking Behavior: Implications for School Practitioners

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Solomon, Brett Johnson; Garibaldi, Mark

2013-01-01

There is an overwhelming disconnect between young adolescent girls and adults, in relationship to perceptions of middle schoolgirl risk taking. This mixed-methods study investigates the differences between adult practitioners and middle school girls' perceptions of risk taking, understanding of consequences, and needs among middle school girls.…

Sign Language and the Learning of Swedish by Deaf Children (Project TSD).

Science.gov (United States)

Jansson, Karin, Ed.

1982-01-01

A project in Sweden focuses on the early linguistic development of preschool deaf children in families where the parents are also deaf. The School for the Deaf in Sweden is involved with describing the Swedish language as it appears to a deaf learner, a description to be used as a basis for teacher training and inservice in the teaching of the…

Relations between Popularity and Prosocial Behavior in Middle School and High School Chinese Adolescents

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Lu, Ting; Li, Ling; Niu, Li; Jin, Shenghua; French, Doran C.

2018-01-01

The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls)…

Transitions between subclasses of bullying and victimization when entering middle school.

Science.gov (United States)

Williford, Anne; Boulton, Aaron J; Jenson, Jeffrey M

2014-01-01

We examined the effects of depressive symptoms, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from late elementary (4th grade to 5th grade) to middle school (6th grade) among 1,077 students who participated in the Youth Matters (YM) bullying prevention trial. Latent transition analysis was used to establish classes of bullying, victimization, bully-victimization, and uninvolvement. The intervention had a positive impact on children as they moved from elementary to middle school. More students in the YM group transitioned from the involved statuses to the uninvolved status than students in the control group during the move to middle school. Elementary school bullies with higher levels of depressive symptoms were less likely than other students to move to an uninvolved status in the first year of middle school. Students who held greater antisocial attitudes were more likely to be a member of the bully-victim status than the uninvolved status during the move to middle school. Perspective-taking empathy, however, was not a significant predictor of status change during the transition to middle school. Implications for school-based prevention programs during the move to middle school are noted. © 2013 Wiley Periodicals, Inc.

Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

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Ciullo, Stephen; Mason, Linda

2017-01-01

Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

Middle School Girls: Perceptions and Experiences with Robotics

Science.gov (United States)

Hyun, Tricia

2014-01-01

The purpose of this qualitative case study was to investigate the impact a robotics curriculum might have on the experiences and perceptions of middle school girls in two California classrooms. The research found that middle school girls in two different California classrooms felt that their experiences with robotics were personalized experiences…

Bilingual proposal in deaf education: educational practices in literacy process

Directory of Open Access Journals (Sweden)

Márcia Cristina Florêncio Fernandes Moret

2016-12-01

Full Text Available The teaching and use of the LIBRAS, in the deaf people education are indispensable for their development, building of their identity, autonomy, beside the communication with the world. The acquisition of the Portuguese Language is part of the regular school curriculum, and its command provides a relationship between language and society, which is mostly formed by hearing and users of this language. There is a concern related to the deaf people education, especially in literacy phase, which consequently extends through all the regular schooling, where the most part of the deaf students are finishing the high school without knowing how to read and/or produce in Portuguese Language. This problem affects the social development of these subjects, since the Portuguese Language is still required as if it were the deaf mother tongue, not respecting his/her culture, that has LIBRAS as their first language. The object of this research it to verify the methods and techniques in the deaf people literacy process and seek for other models, based on bilingual theory, ensuring the acquisition of LIBRAS, as a natural language and the teaching of Portuguese Language in a second language methodology, so that, in fact, the acquisition of reading and writing skills to materialize.

Parental training and involvement in sexuality education for students who are deaf.

Science.gov (United States)

Gabriel, K O; Getch, Y Q

2001-07-01

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

In the Middle: Do We Share the Vision? Do Principals and Teachers Agree about the Middle School Concept?

Science.gov (United States)

Watts, Cherry; Seed, Allen H.; Franceschini, Louis A., III

2013-01-01

In 2009, the Tennessee Professors of Middle Level Education (TPOMLE) examined how Tennessee schools implemented the middle school concept. Of concern was the impact that emphasis on accountability and achievement had on the middle school concept which emphasizes the development of the whole child. A survey was developed based on the tenets of…

Middle School Responses to Cyberbullying: An Action Research Study

Science.gov (United States)

Zidack, Astri Marie

2013-01-01

This action research study engaged a small public middle school in the northwest United States in a collaborative process to address cyberbullying issues that often lead to academic and behavior problems in schools (Hinduja, 2010; Olweus, 2010). The specific purpose of this action research study was to address the middle school's cyberbullying…

Perceptions about interpersonal relationships and school environment among middle school students with asthma.

Science.gov (United States)

Rhee, Hyekyun; McQuillan, Brenda; Chen, Ding-Geng; Atis, Shannska

2017-11-01

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations. Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables. Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

Short Sleep Duration Among Middle School and High School Students - United States, 2015.

Science.gov (United States)

Wheaton, Anne G; Jones, Sherry Everett; Cooper, Adina C; Croft, Janet B

2018-01-26

Insufficient sleep among children and adolescents is associated with increased risk for obesity, diabetes, injuries, poor mental health, attention and behavior problems, and poor academic performance (1-4). The American Academy of Sleep Medicine has recommended that, for optimal health, children aged 6-12 years should regularly sleep 9-12 hours per 24 hours and teens aged 13-18 years should sleep 8-10 hours per 24 hours (1). CDC analyzed data from the 2015 national, state, and large urban school district Youth Risk Behavior Surveys (YRBSs) to determine the prevalence of short sleep duration (school nights among middle school and high school students in the United States. In nine states that conducted the middle school YRBS and included a question about sleep duration in their questionnaire, the prevalence of short sleep duration among middle school students was 57.8%, with state-level estimates ranging from 50.2% (New Mexico) to 64.7% (Kentucky). The prevalence of short sleep duration among high school students in the national YRBS was 72.7%. State-level estimates of short sleep duration for the 30 states that conducted the high school YRBS and included a question about sleep duration in their questionnaire ranged from 61.8% (South Dakota) to 82.5% (West Virginia). The large percentage of middle school and high school students who do not get enough sleep on school nights suggests a need for promoting sleep health in schools and at home and delaying school start times to permit students adequate time for sleep.

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

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Hendar, Ola; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if…

Waardenburg syndrome in the Turkish deaf population.

Science.gov (United States)

Silan, F; Zafer, C; Onder, I

2006-01-01

Waardenburg Syndrome (WS) is an autosomal, dominantly inherited disorder that accounts for more than 2% cases of congenital deafness. The aim of this study is to determine the WS incidence among deaf pupils. Dysmorphological examination was performed on 720 children who were attending 7 special schools in Turkey and who had hearing disabilities. All subjects in the study were examined for WS diagnostic criteria. We detected 49 patients (6.8%) with WS among the 720 children examined. Six patients had WS type 1 (12.2%) and 43 had type 2 (87.8%). We observed 2 to 5 major diagnostic criteria for WS. Out of all the subjects in the study, only two patients have deaf first degree relatives. All subjects had been previously examined by physicians for deafness but none of them had been then diagnosed to have Waardenburg Syndrome. Instead, they were all misdiagnosed as to have nonsyndromic deafness. Awareness of WS diagnostic criteria by the physicans will provide accurate diagnosis for many deaf pupils and their first degree relatives who are able-to-hear WS patients and whose children are at risk for deafness.

Vocational Orientation of the Deaf Pupils

OpenAIRE

Sobolevská, Šárka

2017-01-01

The main goal of the bachelor thesis is to learn about vocational orientation of deaf pupils in their last years of study at selected elementary schools for the Deaf and to compare the results to results of similar studies done with pupils without hearing impairment. Based on relevant scientific sources, the paper introduces general aspects that shape vocational orientation, also describes vocational development on D. E. Super's Career Development Theory. The thesis continues with characteriz...

Learning Leadership Skills in Middle School

Science.gov (United States)

Bowman, Richard F.

2013-01-01

For middle school students, the essence of 21st-century leadership development is being "in influence" versus being "in control." A core student leadership skill involves listening intently to others, framing others' concerns, and advancing the other person's interests. Creating contexts in which middle school…

Associations between Parental Limits, School Vending Machine Purchases, and Soft Drink Consumption among Kentucky Middle School Students

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Nickelson, Jen; Roseman, Mary G.; Forthofer, Melinda S.

2010-01-01

Objective: To examine associations between parental limits on soft drinks and purchasing soft drinks from school vending machines and consuming soft drinks among middle school students. Design: Secondary analysis of cross-sectional data from the middle school Youth Risk Behavior Survey. Setting: Eight public middle schools in central Kentucky.…

Alternative Education Programmes and Middle School Dropout in Honduras

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Marshall, Jeffery H.; Aguilar, Claudia R.; Alas, Mario; Castellanos, Renán Rápalo; Castro, Levi; Enamorado, Ramón; Fonseca, Esther

2014-01-01

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article…

Coping With Verbal and Social Bullying in Middle School

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Christopher Donoghue

2014-11-01

Full Text Available Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about the ways that they would cope with becoming a victim of verbal and social bullying. We also analyzed influences for coping strategies and student willingness to seek help with bullying at school. The results show that middle school students generally expect that they will utilize adaptive approach strategies in trying to solve the problem or obtain support from others, but those who had been victimized in the last month were more likely than those not involved in bullying, to predict that they would engage in maladaptive avoidance coping strategies if victimized in the future. Willingness to seek help was found to be enhanced by approach coping strategies, less aggressive attitudes, and lower perceptions of school bullying. Policy implications for efforts to encourage approach coping strategies in middle school students through educational interventions and school counseling are discussed.

Language and cognitive development in deaf children: deaf children with deaf and deaf children with hearing parents

OpenAIRE

Ajda Pfifer

2011-01-01

The article reviews the current studies regarding language and cognitive development in children who are deaf. Deaf communicate orally and with sign language. 90 % of deaf children are born into hearing families and hearing parents in most cases do not know the sign language. Besides, hearing parents usually want for their child to become "normally" speaking. Most of the deaf children born into hearing families have very poor early communication. It is now well established that deaf children ...

Systems Thinking among School Middle Leaders

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Shaked, Haim; Schechter, Chen

2017-01-01

Systems thinking is a holistic approach that puts the study of wholes before that of parts. This study explores systems thinking among school middle leaders--teachers who have management responsibility for a team of teachers or for an aspect of the school's work. Interviews were held with 93 school coordinators, among them year heads, heads of…

Follow-up of an elementary school intervention for asthma management: do gains last into middle school?

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Greenberg, Cindy; Luna, Pamela; Simmons, Gretchen; Huhman, Marian; Merkle, Sarah; Robin, Leah; Keener, Dana

2010-06-01

Albuquerque Public Schools (APS), in collaboration with the Centers for Disease Control and Prevention, conducted an evaluation to examine whether students who were exposed to the APS asthma program in elementary school retained benefits into middle school. APS middle school students who participated in the APS asthma program in elementary school, including the Open Airways for Schools (OAS) education curriculum, responded to a follow-up questionnaire (N = 121) and participated in student focus groups (N = 40). Asthma management self-efficacy scores from the follow-up questionnaire were compared to scores obtained before and after the OAS education component. Additional items assessed students' asthma symptoms, management skills, avoidance of asthma triggers, and school impact. Although asthma management self-efficacy scores declined in middle school among students exposed to the asthma program in elementary school, they remained significantly higher than scores obtained during elementary school prior to the OAS intervention. The results indicate that although students benefited from the asthma program delivered in elementary school, they need booster sessions and continued school support in middle school.

Text Revision in Deaf and Hearing Bilingual Students

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Teruggi, Lilia A.; Gutiérrez-Cáceres, Rafaela

2016-01-01

In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?")…

Motivating Middle School Readers: The Graphic Novel Link

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Edwards, Buffy

2009-01-01

Middle school students are not reading for pleasure as frequently as they formally have, due to the influx of video games, cell phones, MP3 players, and other electronic device. This is not even to mention the common stresses of the average middle school student. Current research on reading motivation finds that as children move from upper…

Transforming High-Poverty Urban Middle Schools into Strong Learning Institutions: Lessons from the First Five Years of the Talent Development Middle School.

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Balfanz, Robert; Mac Iver, Doug

2000-01-01

Two developers of the Talent Development Middle School model discuss 10 lessons from implementing, refining, and evaluating this model in 5 high-poverty middle schools in Philadelphia, Pennsylvania, and describe obstacles encountered and breakthroughs experienced in developing the knowledge base, materials, and infrastructure of the model. (SLD)

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria.

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Mofadeke T Jaiyeola

Full Text Available Quality of Life encompasses an individual's well-being and health, social participation and satisfaction with functional daily living. Disabilities such as deafness can impact on the quality of life with spatial variance to the environment. Deafness causes communicative problems with significant consequences in cognitive, social, and emotional well-being of affected individuals. However, information relating to the quality of life of deaf and hard of hearing individuals, especially students in developing countries like Nigeria, which could be used to design special health-related interventions is sparse. This study examined the quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria. One hundred and ten deaf and hard of hearing students participated in this cross-sectional study. Participants were drawn from all four secondary schools for the Deaf in Ibadan metropolis. The 26 item Brief version of the WHO Quality of Life questionnaire was used for data collection. The data was analyzed using descriptive and inferential statistics at statistical significance of p<0.05. Majority (57.8% of the deaf and hard of hearing students had poor quality of life. Attending the special school for the Deaf, upper socio-economic status and age (≥17years are significantly associated with better quality of life. However, gender and age at onset of hearing loss had no significant influence on the quality of life. The Deaf community available in the special school appeared to protect against stigma and discrimination, while also promoting social interactions between deaf and hard of hearing individuals.

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland

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Hendar, Nils Ola Ebbe; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore...... patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show...... that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform...

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria.

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Jaiyeola, Mofadeke T; Adeyemo, Adebolajo A

2018-01-01

Quality of Life encompasses an individual's well-being and health, social participation and satisfaction with functional daily living. Disabilities such as deafness can impact on the quality of life with spatial variance to the environment. Deafness causes communicative problems with significant consequences in cognitive, social, and emotional well-being of affected individuals. However, information relating to the quality of life of deaf and hard of hearing individuals, especially students in developing countries like Nigeria, which could be used to design special health-related interventions is sparse. This study examined the quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria. One hundred and ten deaf and hard of hearing students participated in this cross-sectional study. Participants were drawn from all four secondary schools for the Deaf in Ibadan metropolis. The 26 item Brief version of the WHO Quality of Life questionnaire was used for data collection. The data was analyzed using descriptive and inferential statistics at statistical significance of pdeaf and hard of hearing students had poor quality of life. Attending the special school for the Deaf, upper socio-economic status and age (≥17years) are significantly associated with better quality of life. However, gender and age at onset of hearing loss had no significant influence on the quality of life. The Deaf community available in the special school appeared to protect against stigma and discrimination, while also promoting social interactions between deaf and hard of hearing individuals.

Perceived school climate across the transition from elementary to middle school.

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Madjar, Nir; Cohen-Malayev, Maya

2016-06-01

The implications of the transition from elementary to middle school are of major concern for educators and researchers worldwide. Previous studies have yielded ambiguous findings; some have indicated negative outcomes of school transition, whereas others have demonstrated null or even positive effects. The aim of the current research was to explore the impact of school transition on students' perceived educational climate while distinguishing between transition effects and age-related effects by comparing students who transitioned to middle schools at the end of the sixth grade versus those who did not. The research included 2 complementary studies. Study 1 was based on a large-scale national survey in Israel (N = 71,739) that compared students from fifth to eighth grades using a cross-sectional design, in which the students completed a survey once in the middle of the school year. Study 2 followed a sample of 415 students across 2 years including 4 waves of survey completion, at the beginning and the end of 2 consecutive school years, during which 55% of the students experienced a transition and 45% remained in elementary school. In both studies, the students completed self-report surveys assessing the perceived school climate. Both multilevel and nonlinear growth-curve analyses consistently indicated that the students who transitioned reported positive perceptions of the school climate before the transition that declined more quickly and become equal to or lower than those of the nontransitioning students. Teachers should apply practices that enhance students' sense of support, specifically following school transitions. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Middle School and High School Students Who Stutter: A Qualitative Investigation of School Experiences

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Cobb, Tiffany R.

2017-01-01

Purpose: The purpose of this study was to explore and further understand the ways in which middle school and high school students perceive their school experiences within the school environment. School has an important impact on the social development of children (Milsom, 2006). Learning is not done individually as classrooms are inherently social…

Replacement vs. Renovation: The Reincarnation of Hubble Middle School

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Ogurek, Douglas J.

2010-01-01

At the original Hubble Middle School, neither the views (a congested Roosevelt Road and glimpses of downtown Wheaton) nor the century-old facility that offered them was very inspiring. Built at the start of the 20th century, the 250,000-square-foot building was converted from Wheaton Central High School to Hubble Middle School in the early 1980s.…

Development of a Multidisciplinary Middle School Mathematics Infusion Model

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Russo, Maria; Hecht, Deborah; Burghardt, M. David; Hacker, Michael; Saxman, Laura

2011-01-01

The National Science Foundation (NSF) funded project "Mathematics, Science, and Technology Partnership" (MSTP) developed a multidisciplinary instructional model for connecting mathematics to science, technology and engineering content areas at the middle school level. Specifically, the model infused mathematics into middle school curriculum…

The Characteristics and Extent of Participation of Deaf and Hard-of-Hearing Students in Regular Classes in Australian Schools.

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Power, Des; Hyde, Merv

2002-01-01

A national randomly selected survey of a sample of deaf and hard-of-hearing students included in regular classes from kindergarten to high school in Australian preschools and schools was conducted via a questionnaire to itinerant teachers working with such students. This article reports the analysis of a questionnaire that surveyed the demographic characteristics of such students and a set of characteristics of their behavior in their placement in terms of "participation" in aspects of regular class activities. These aspects were level of integration, academic participation, level of independence, and social participation. Data are reported and analyzed in terms of the above demographic and participatory characteristics of the students. We consider comparisons with comparable reports from the United States and Great Britain and discuss implications for deaf and hard-of-hearing students included in regular classes.

Exploring Parental Involvement Strategies Utilized by Middle School Interdisciplinary Teams

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Robbins, Chris; Searby, Linda

2013-01-01

Adolescents present a unique collection of characteristics and challenges which middle school interdisciplinary teams were designed to address. This article describes a research study which explored parental involvement strategies employed by interdisciplinary teaching teams from three very different middle schools: an affluent suburban school, a…

Memoir Upon the Formation of a Deaf Variety of the Human Race.

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Bell, Alexander Graham

A compilation of data on the hereditary aspects of deafness presented at a conference in 1883 by Alexander Graham Bell, the document contains records of familial occurences of deafness and marriage statistics. Tables indicate that within schools for the deaf many students had the same family name; it was considered highly probable that a…

A Special Report on Middle Schools.

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Hollifield, John H.

1988-01-01

The first Center for Research on Elementary and Middle Schools (CREM) report describes the structures and practices currently used at all school levels for staffing, grouping, and scheduling. The report assesses the effects of departmentalization, tracking, ability grouping, and grade spans on student learning and development. (MLH)

Operationalization of a Frame of Reference for Studying Organizational Culture in Middle Schools.

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Daniel, Larry G.

A frame of reference for studying culture in middle schools was developed. Items for the Middle School Description Survey (MSDS), which was designed to test elements of the ideal middle school culture, were created based on middle school advocacy literature. The items were conceptually categorized according to E. H. Schein's (1985) cultural…

Cyberbullying: What Middle School Students Want You to Know

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Burnham, J. J.; Wright, V. H.

2012-01-01

Cyberbullying is a growing concern because youth are technologically savvy. Much is to be learned about this pervasive phenomenon, especially during the middle school years when cyberbullying often peaks. This focus group study examined cyberbullying attitudes, beliefs, and opinions among middle school students in Alabama and describes…

Life Satisfaction and Violent Behaviors among Middle School Students

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Valois, Robert F.; Paxton, Raheem J.; Zullig, Keith J.; Huebner, E. Scott

2006-01-01

We explored relationships between violent behaviors and perceived life satisfaction among 2,138 middle school students in a southern state using the CDC Middle School Youth Risk Behavior Survey (MSYRBS) and the Brief Multidimensional Student Life Satisfaction Scale (BMSLSS). Logistic regression analyses and multivariate models constructed…

Representations of deaf students about inclusion in physical education classes

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Tássia Pereira Alves

2014-04-01

Full Text Available Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras, at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student.

Girls in Foster Care: Risk and Promotive Factors for School Adjustment Across the Transition to Middle School.

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Pears, Katherine C; Kim, Hyoun K; Leve, Leslie D

2012-01-01

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2(nd) year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2(nd) year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1(st) year of middle school. The results are discussed in terms of implications for interventions for girls in foster care.

Oral hygiene practices among middle-school students in 44 low- and middle-income countries.

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McKittrick, Terence R; Jacobsen, Kathryn H

2014-06-01

To examine the frequency of toothbrushing or cleaning among middle school students from 44 low- and middle-income countries. Secondary analysis of nationally representative data from 146,462 middle school students who participated in the Global School-based Student Health Survey (GSHS) between 2003 and 2010. In 39 of the 44 countries, more than 80% of students reported brushing or cleaning their teeth at least once each day. In 23 countries, more than 5% of participants reported brushing their teeth less than once a day or never. In 37 countries, boys reported a significantly lower frequency of toothbrushing or cleaning than did girls. Countries where miswak (chewing stick) use is common reported lower toothbrushing or cleaning frequency, perhaps because the questionnaire item did not clarify that this counts as a form of tooth cleaning. School-based dental health education programmes that target early adolescents may help students to develop habits that improve their immediate and long-term health. © 2014 FDI World Dental Federation.

Finding a Safe Haven in Middle School.

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Mehas, Kay; Boling, Kevin; Sobieniak, Sharon; Sprague, Jeffrey; Burke, Mack D.; Hagan, Shanna

1998-01-01

This article describes a school-wide violence prevention program at one Oregon middle school. The school implemented the Second Step curriculum, which teaches students nonviolent alternatives to address conflict and concepts of empathy, impulse control, problem solving, and anger management. The process used to select, implement, and evaluate the…

Reading characteristics of deaf and hard-of-hearing pupils

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Karić Jasmina

2012-01-01

Full Text Available Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (socalled kinesthesia in speach. The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostić and Vladisavljević’s test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

[Reading characteristics of deaf and hard-of-hearing pupils].

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Karić, Jasmina; Ristić, Sinisa; Medenica, Snezana; Tadić, Vaska; Slavnić, Svetlana

2012-10-01

Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of spech production movements leading to speech formation (so-called kinesthesia in speach). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. The triage-articulation test for assessing reading speed (Kostié and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the three-dimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, i.e., if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard-of-hearing children. It is essential that in deaf and heard-of-hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

Science teachers in deaf education: A national survey of K-8 teachers

Science.gov (United States)

Shaw, Cynthia

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N

X-linked deafness, stapes gushers and a distinctive defect of the inner ear

Energy Technology Data Exchange (ETDEWEB)

Phelps, P.D. (Royal National Throat, Nose and Ear Hospital, London (United Kingdom)); Reardon, W.; Pembrey, M. (Institute of Child Health, London (United Kingdom)); Bellman, S. (Hospital for Sick Children, London (United Kingdom)); Luxom, L. (National Hospital for Neurology and Neurosurgery, London (United Kingdom))

1991-08-01

We have made genetic linkage studies in 7 pedigrees in whom deafness was inherited in an X-linked manner. All patients had a full range of audiometric and vestibular function tests. Thin section high resolution CT in two planes was used to assess the state of the middle and inner ears. We found a distinctive inner ear deformity in some of the deaf males. Moreover, some of the obligate feamle carriers seem to have a milder form of the same anomaly associated with slight hearing loss. Genetic studies on some of the deaf males with apparently normal inner ear anatomy suggest a different locus on the X chromosome and hence a different pathogenesis for the deafness. (orig./GDG).

X-linked deafness, stapes gushers and a distinctive defect of the inner ear

International Nuclear Information System (INIS)

Phelps, P.D.; Reardon, W.; Pembrey, M.; Bellman, S.; Luxom, L.

1991-01-01

We have made genetic linkage studies in 7 pedigrees in whom deafness was inherited in an X-linked manner. All patients had a full range of audiometric and vestibular function tests. Thin section high resolution CT in two planes was used to assess the state of the middle and inner ears. We found a distinctive inner ear deformity in some of the deaf males. Moreover, some of the obligate feamle carriers seem to have a milder form of the same anomaly associated with slight hearing loss. Genetic studies on some of the deaf males with apparently normal inner ear anatomy suggest a different locus on the X chromosome and hence a different pathogenesis for the deafness. (orig./GDG)

Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

Science.gov (United States)

Varjas, Kris; Henrich, Christopher C.; Meyers, Joel

2009-01-01

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 (Varjas, Meyers, & Hunt, 2006). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based…

``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

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Johnstone, Christopher; Corce, Heidi

2010-02-01

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

Science.gov (United States)

Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

2015-01-01

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

Teaching Organizational Skills in Middle School: Moving toward Independence

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Boller, Barbara

2008-01-01

In this article, the author examines organizational skills from a developmental perspective and provides middle school teachers with strategies to help students manage academic tasks. An underlying assumption in middle school is that students are old enough to juggle multiple assignments, plan and organize projects, and regulate their time and…

Alabama Institute for Deaf and Blind Biodiesel Project Green

Energy Technology Data Exchange (ETDEWEB)

Edmiston, Jessica L

2012-09-28

Through extensive collaboration, Alabama Institute for Deaf and Blind (AIDB) is Alabama's first educational entity to initiate a biodiesel public education, student training and production program, Project Green. With state and national replication potential, Project Green benefits local businesses and city infrastructures within a 120-mile radius; provides alternative education to Alabama school systems and to schools for the deaf and blind in Appalachian States; trains students with sensory and/or multiple disabilities in the acquisition and production of biodiesel; and educates the external public on alternative fuels benefits.

Relatos de alunos surdos acerca da Escola Especial = Reports of deaf students on the Special School

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André Luis Balan

2012-01-01

Full Text Available O presente recorte (adaptado apresenta uma análise das entrevistas feitas com três sujeitos surdos acerca das suas percepções sobre suas experiências educativas escolares no contexto das instituições especiais de ensino. Confirma-se, por meio do presente estudo, que os alunos estão cientes de algumas dificuldades das escolas especiais e sentem-se prejudicados por essas falhas. As análises das entrevistas realizadas, acerca das percepções dos alunos surdos sobre suas experiências educativas escolares nas escolas especiais, possibilitaram-nos reconhecer, por meio dos relatos dos próprios surdos, fatos recorrentes no espaço da escola especial, que influenciam ou mesmo delimitam a qualidade da educação destes estudantes.This excerpt (adapted presents an analysis of interviews performed with three (3 deaf students about their perceptions and educational experiences in the context of educational institutions and special education. Through this study it is confirmed that students are aware of some difficulties of special schools, besides feeling prejudiced because of these flaws. The analysis of the interviews about some perceptions of deaf students on their educational experiences in special schools allowed identifying, through their reports, recurring events within the special school, which nfluence or even limit the quality of education for these students.

PROCEEDINGS OF INTERNATIONAL CONFERENCE ON ORAL EDUCATION OF THE DEAF. VOLUME I. (WASHINGTON, D.C., NOVEMBER 1, 1967).

Science.gov (United States)

Alexander Graham Bell Association for the Deaf, Inc., Washington, DC.

THE PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON ORAL EDUCATION OF THE DEAF ARE THE WRITTEN RECORD OF A CONFERENCE HELD AT CLARKE SCHOOL FOR THE DEAF AND LEXINGTON SCHOOL FOR THE DEAF IN JUNE 1967. VOLUME I CONTAINS THE PAPERS FROM FIVE PLENARY SESSIONS AND SEVERAL SECTIONAL MEETINGS PRESENTED BY REPRESENTATIVES FROM 16 COUNTRIES. SUBJECTS…

Rehabilitation of deaf persons with cochlear implants

International Nuclear Information System (INIS)

Gstoettner, W.; Hamzavi, J.; Czerny, C.

1997-01-01

In the last decade, the rehabilitation of postlingually deaf adults and prelingually deaf children with cochlear implants has been established as a treatment of deafness. The technological development of the implant devices and improvement of the surgical technique have led to a considerable increase of hearing performance during the last years. The postlingually deaf adults are able to use the telephone and may be integrated in their original job. Prelingually deaf children can even visit normal schools after cochlear implantation and hearing rehabilitation training. In order to preoperatively establish the state of the cochlear, radiological diagnosis of the temporal bone is necessary. High resolution computerized tomography imaging of the temporal bone with coronar and axial 1 mm slices and MRI with thin slice technique (three dimensional, T2 weighted turbo-spinecho sequence with 0.7 mm slices) have proved to be valuable according to our experience. Furthermore a postoperative synoptical X-ray, in a modified Chausse III projection, offers good information about the position of the implant and insertion of the stimulating electrode into the cochlea. (orig.) [de

[Frequency of use of school cafeterias in middle and high schools in 3 French districts].

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Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M

2000-09-01

Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.

Development of the Spatial Ability Test for Middle School Students

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Yildiz, Sevda Göktepe; Özdemir, Ahmet Sükrü

2017-01-01

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data.…

Coping with Verbal and Social Bullying in Middle School

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Donoghue, Christopher; Almeida, Angela; Brandwein, David; Rocha, Gabriela; Callahan, Ian

2014-01-01

Becoming a victim of verbal and social bullying in middle school can lead to illness, psychological stress, and maladjustment. The coping strategies that students utilize when they are bullied may influence the likelihood and severity of these negative effects. In this study, we examined the predictions made by students in two middle schools about…

Box Cello Middle School Science Clubs

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Vandegrift, Guy

1998-10-01

The Box Cello is a middle school science club which is attempting to (1) understand the cello and (2) design a low-cost starter instrument. We can support and justify this research by adding a third goal: (3) to help supply local science classes with equipment. My policy of spending one entire day each week away from the university, out in a local school is essential to this project. This schedule also permits me to conduct lessons on optics and music in the schools. And, it permits circulation of tools and equipment. A simple calculation demonstrates the great economy achieved by combining science clubs with academic year school visits. Consider the cost of letting 10,000 students in 10 middle schools each learn about and play with a pair of "upside-down" glasses for one hour. A visit to each school for three consecutive weeks would easily permit such a circulation if only 30 pairs were constructed. Assume rhetorically, that the construction of 30 pairs of glasses were to consume the entire estimated annual budget of $100,000. The cost per student would be only ten dollars! The visits, guest lectures, and equipment loans permit informal networking (including lunch) with math, science and music teachers in 10 schools. For more information, visit the http://www.utep.edu/boxcello/

Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge.

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Cawthon, Stephanie

2009-01-01

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.

A Program Review of a Middle School Gay-Straight Alliance Club

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Quasha, Scott; McCabe, Paul C.; Ortiz, Samuel O.

2014-01-01

This program review examined a middle school Gay-Straight Alliance (GSA) club within a northeastern suburban school situated in a large metropolitan area. The GSA was the first in the region to start exclusively in a standalone middle school. The review was accomplished through a staff survey comparing school climates for lesbian, gay, bisexual,…

Alexander Graham Bell: Teacher of the Deaf.

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Bruce, Robert V.

The lecture on Alexander Graham Bell by Dr. Robert V. Bruce, the author of a biography of Bell, focuses on Bell's association with the Clarke School for the Deaf in Massachusetts. Noted are Bell's employment by the school at 25 years of age and the preceding period during which Bell taught elocution at a boys' school in Scotland and used his…

Smokey Road Middle School: Striving to Reach and Motivate Each Child

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Principal Leadership, 2011

2011-01-01

This article features Smokey Road Middle School, a Title I school serving 850 middle level students in grades 6-8. The school is located on the outskirts of Newnan, Georgia, a historic city of approximately 27,000 residents. The growth and development of the Coweta County School District is largely attributed to its close proximity to Atlanta. In…

The Evolution of Middle Schools.

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George, Paul S.

2001-01-01

Over the past 30 years, Florida's 500 middle schools have become more sizeable, racially segregated, and security conscious. Other features include interdisciplinary team organization, warring curricula, block schedules, integrated technology, inclusion, ability grouping, corporate practices, and female and minority principals committed to…

Deaf persons' english reading levels and associations with epidemiological, educational, and cultural factors.

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Zazove, Philip; Meador, Helen E; Reed, Barbara D; Gorenflo, Daniel W

2013-01-01

One hundred six Michigan d/Deaf persons, part of a study evaluating how to improve d/Deaf persons' understanding of cancer prevention recommendations, had reading levels determined using the Test of Reading Comprehension, Syntactic Sentences. Respondents averaged 52 years old, 59% female, 84% Caucasian, 58% married, and 75% Deaf community members. The mean Test of Reading Comprehension, Syntactic Sentences score was 6.1 (women: 6.2, men: 6.0). Higher scores were associated with greater income (p = .02), employment (p = .01), education (high school p = .002, some college p home, teacher in school, at home now: all p speaking with and satisfaction with physicians and nurses (p Language with physicians and nurses (.019) and Deaf community membership (p = .02). In multivariate analysis, higher scores were associated with higher income, college degree, and teacher using English. Reading levels of a predominantly Deaf population were low. Higher income, college degree, and teacher using English were associated with higher reading levels.

Examination of the Attitudes of Middle School Students towards Social Media

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Bulu, Sanser; Numanoglu, Mustafa; Keser, Hafize

2016-01-01

This study aims to identify middle school students` general attitudes towards social media. Participants of this descriptive study were middle school students from three public schools (n = 367) in Ankara. Data was collected using "Demographic Information Form" and "Social Media Attitudes Survey for Students" developed by…

Examining the Relationship between Letter Processing and Word Processing Skills in Deaf and Hearing Readers

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Guldenoglu, Birkan; Miller, Paul; Kargin, Tevhide

2014-01-01

The present study aimed to examine the relationship between letter processing and word processing skills in deaf and hearing readers. The participants were 105 students (51 of them hearing, 54 of them deaf) who were evenly and randomly recruited from two levels of education (primary = 3rd-4th graders; middle = 6th-7th graders). The students were…

Racial Microaggressions: The Schooling Experiences of Black Middle-Class Males in Arizona’s Secondary Schools

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Quaylan Allen

2010-05-01

Full Text Available The literature on Black education has often neglected significant analysis of life in schools and the experience of racism among Black middle-class students in general and Black middle-class males specifically. Moreover, the achievement gap between this population and their White counterparts in many cases is greater than the gap that exists among working-class Blacks and Whites. This study begins to document the aforementioned by illuminating the racial microaggressions experienced by Black middle-class males while in school and how their families’ usage of social and cultural capital deflect the potential negative outcomes of school racism.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

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Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

School Lunch Waste among Middle School Students: Implications for Nutrients Consumed and Food Waste Costs

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Cohen, Juliana F.W.; Richardson, Scott; Austin, S. Bryn; Economos, Christina D.; Rimm, Eric B.

2013-01-01

Background The National School Lunch Program has been guided by modest nutrient standards, and the palatability of meals, which drives consumption, receives inadequate attention. School food waste can have important nutritional and cost implications for policy makers, students, and their families. Purpose Nutrient losses and economic costs associated with school meal waste were examined. The study also assessed if school foods served were valid proxies for foods consumed by students. Methods Plate waste measurements were collected from middle school students in Boston attending two Chef Initiative schools (n=1609) and two control schools (n=1440) during a two-year pilot study (2007-2009) where a professional chef trained cafeteria staff to make healthier school meals. The costs associated with food waste were calculated and the percent of foods consumed was compared with a gold standard of 85% consumption. Analyses were conducted in 2010-2011. Results Overall, students consumed less than the required/recommended levels of nutrients. An estimated $432,349 of food (26.1% of the total food budget) was discarded by middle school students annually at lunch in Boston middle schools. For most meal components, significantly less than 85% was consumed. Conclusions There is substantial food waste among middle school students in Boston. Overall, students' nutrient consumption levels were below school meal standards and foods served were not valid proxies for foods consumed. The costs associated with discarded foods are high; if translated nationally for school lunches, roughly $1,238,846,400 annually is wasted. Students would benefit if additional focus was given to the quality and palatability of school meals. PMID:23332326

Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports

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Ellerbrock, Cheryl R.; Denmon, Jennifer; Owens, Ruchelle; Lindstrom, Krista

2015-01-01

This yearlong qualitative multisite case study investigated ways middle and high school transition supports foster a developmentally responsive transition for students. A total of 23 participants engaged in this study, including 4 students, 4 middle school teachers, 13 high school teachers, 1 middle school principal, and 1 high school principal.…

Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

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Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

2016-01-01

This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

Vocational identity of deaf and hard of hearing adolescents

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Šešum Mia

2016-01-01

Full Text Available Vocational identity development represents the key aspect of identity development and it is one of the most significant issues in the period of adolescence. The persons with strong vocational identity have clearer understanding of their own career goals and they are characterized by greater self-confidence and dedication to their career choices, which is the reason why they decide on their future profession more quickly and more easily than the persons whose vocational identity is weaker. The career development of deaf and hard of hearing adolescents takes place under conditions of auditory deprivation, which may have a negative effect on the stability of their vocational identity and thus on their choice of profession, employment and assimilation into the working environment. This study examines the connection between vocational identity of deaf and hard of hearing adolescents and the number of completed school years and age, as well as the effect of gender, the level of hearing impairment, primary mode of communication, and general performance at school at the end of a school term on vocational identity. The sample comprised 97 deaf and hard of hearing students attending seventh and eighth grades of primary school as well as all grades of secondary school, who are educated in segregating conditions in the territory of Serbia. 'My Vocational Situation' (MVS, Holland et al., 1980-a was used as the instrument. The results of the study, following the data analysis, point to the connection between vocational identity of deaf and hard of hearing adolescents and the number of school years completed and age, as well as the effect of gender on vocational identity, while the effect of the level of hearing impairment, primary mode of communication, and general performance at school on vocational identity of the examinees has not been confirmed. Comparing these results with the results of studies conducted on the population of typically developing

Being a Deaf Role Model: Deaf People's Experiences of Working with Families and Deaf Young People

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Rogers, Katherine D.; Young, Alys M.

2011-01-01

The experiences of being a deaf role model have been little explored in the literature. This paper explores the role of the deaf role model as perceived by d/Deaf adults who carried out this role, when working with deaf young people, parents of deaf children, and professionals who work with them. The data were collected from part of the evaluation…

Latinos' Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement.

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Morales-Chicas, Jessica; Graham, Sandra

2017-09-01

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students' school belonging and achievement. The ethnic diversity of students' middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition. © 2016 The Authors. Journal of Research on Adolescence © 2016 Society for Research on Adolescence.

A Follow-Up Study of the Deaf.

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Reich, P. A.; Reich, C. M.

Followed up through interviews and questionnaires were 278 former students, average age 28 years, of two residential schools and one day school for the deaf in Ontario. Data was collected on the degree of hearing loss, use of a hearing aid, educational and occupational history, social integration, methods of communication, and attitudes toward…

Exploring Strategies to Promote Middle School Student Participation in the School Breakfast Program

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Cullen, Karen Weber; Thompson, Deborah I.; Watson, Kathleen B.

2012-01-01

Purpose/Objective: Providing a school breakfast to students may be a practical intervention that improves energy balance, nutrient intake, and school academic achievement variables. This purpose of this pilot study was to identify the ecological factors influencing middle school student school breakfast participation and possible strategies to…

Transitions from Elementary to Middle School Math

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Schielack, Janie; Seeley, Cathy L.

2010-01-01

In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary…

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

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Parault, Susan J; Williams, Heather M

2010-01-01

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

Niskey Lake Middle School. Atlanta, Georgia

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Stevens, Preston, Jr.

1976-01-01

The proposed Niskey Lake Middle School is designed to have solar heating in half of the building, solar water heating for the entire facility, and solar cooling for the administration area. (Author/MLF)

THE DEAFNESS, THE DEAF AND HIS DISCURSE

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Neuma Chaveiro

2006-12-01

Full Text Available ABSTRACT: The knowledge of LIBRAS – Brazilian Sign Language – is determining to the process of structuring the discursive formations and to the constitution of the deaf one. The present work aims to discuss the LIBRAS as an important tool of structuring the discursive of the deaf individual an as a facilitating factor in the description of his health problems. The data constitute two texts, one of them wrote by a deaf skilled in LIBRAS and the other wrote by a deaf who does not express himself in this kind of language. It was verified that the first text’s author is consistent, has mobility and moves easily through the discursive formations, but otherwise is the text belonging to the other patient. It can be stated that the Brazilian sign language – LIBRAS – is a decisive tool in the working out of the deaf discursive formations and the comprehension of his discourse by the health area professionals provide a larger understanding of the constitution of the deaf identity, a fundamental aspect for an improvement in the services offered in the health area. KEYWORDS: Deafness; Communication; Sign Language.

Reading comprehension of deaf students in regular education.

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Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Relationship of Middle School Student STEM Interest to Career Intent

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Christensen, Rhonda; Knezek, Gerald

2017-01-01

Understanding middle school students' perceptions regarding STEM dispositions, and the role attitudes play in establishing STEM career aspirations, is imperative to preparing the STEM workforce of the future. Data were gathered from more than 800 middle school students participating in a hands-on, real world application curriculum to examine the…

A Study of the Tuition of Middle Schools in Prwear Tokyo Prefecture

OpenAIRE

Karasuda, Naoya

2002-01-01

The purpose of this paper is to clarifying the tuition in middle schools at the prewar Tokyo prefecture. The tuition differed between the public schools and the private schools. In the 1890s, most expenses required for management of middle schools was provided with tuition in both private amd public schools. At this time, the tuition of public schools was higher than the private schools. After 1900 tuition of public schools became cheaper than private schools. As expenses of public schools, i...

Assessing Aspects of Creativity in Deaf and Hearing High School Students

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Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.

2013-01-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also…

Twelve Middle-School Teachers' Planning.

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Brown, Deborah Sardo

1988-01-01

Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

Cognitive Development Effects of Teaching Probabilistic Decision Making to Middle School Students

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Mjelde, James W.; Litzenberg, Kerry K.; Lindner, James R.

2011-01-01

This study investigated the comprehension and effectiveness of teaching formal, probabilistic decision-making skills to middle school students. Two specific objectives were to determine (1) if middle school students can comprehend a probabilistic decision-making approach, and (2) if exposure to the modeling approaches improves middle school…

Education, employment, and independent living of young adults who are deaf and hard of hearing.

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Appelman, Karen I; Callahan, Judy Ottren; Mayer, Margaret H; Luetke, Barbara S; Stryker, Deborah S

2012-01-01

Little information is available on the education, employment, and independent living status of young deaf and hard of hearing adults who have transitioned from high school. The present article reports postsecondary outcomes of 46 young adults who had attended for at least 4 years a non-public agency school in the northwestern United States specializing in deaf education. School administrators had developed a specific philosophy and operationalized it in an academic and literacy-based curriculum incorporating a grammatically accurate signing system. The researchers found that most or all participants had finished high school, had earned a college degree, were employed, and were living independently. Findings are discussed in terms of the available literature and the study's contribution to a limited body of recent research on young postsecondary deaf and hard of hearing adults.

Middle School Students' Perceptions of the Quality of School Life in Ankara

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Eres, Figen; Bilasa, Pinar

2016-01-01

The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about…

Middle School Students' Motivation for Learning Technology in South Korea

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Kwon, Hyuksoo

2016-01-01

This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…

Findings from the First & Only National Data Base on Elemiddle & Middle Schools (Executive Summary)

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Hough, David L.

2009-01-01

The study presented here is the first large scale effort on a national level to examine the relationship between K-8 Elemiddle Schools and 6-8 Middle Schools. From a population of more than 2,000 middle grades schools in 49 public school districts across 26 states, a sample of 542 Elemiddle and 506 Middle Schools was drawn. Both regression and…

Factors Affecting Aggression in South Korean Middle School Students

OpenAIRE

MiJeong Park, PhD, RN; Jihea Choi, PhD, RN, CPNP; Seung-Joo Lim, PhD, RN

2014-01-01

Purpose: The study was undertaken to assess levels of aggression, and to determine factors affecting aggression among South Korean middle school students. Methods: A descriptive study was conducted using self-report questionnaires. The participants were 340 girls and boys from two middle schools and 302 questionnaires were used for the final data analysis. Aggression, academic stress, depression, self esteem, decision-making competency, and happiness were measured. Data were analyzed using...

Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

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Thorpe, Christin

2010-01-01

This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

The impact of bullying and sexual harassment on middle and high school girls.

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Gruber, James E; Fineran, Susan

2007-06-01

The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.

Nanotechnology Awareness, Opinions and Risk Perceptions among Middle School Students

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Sahin, Nurettin; Ekli, Emel

2013-01-01

The present study investigates awareness, factual knowledge, opinions, and risk perceptions of students from Turkish middle schools with regard to nanotechnology in a very general sense. The study was carried out among 1,396 middle school 6th, 7th, and 8th grade students. The students' perceptions of and opinions about nanotechnology were elicited…

Utility of the ImPACT test with deaf adolescents.

Science.gov (United States)

Reesman, Jennifer; Pineda, Jill; Carver, Jenny; Brice, Patrick J; Zabel, T Andrew; Schatz, Philip

2016-02-01

The goals of the study included empirical examination of the utility of the Immediate and Post-Concussion Assessment and Cognitive Testing (ImPACT) test with adolescents who are deaf or hard-of-hearing and to investigate patterns of performance at baseline that may arise in the assessment of this population. Baseline assessment of student-athletes has been conducted on a widespread scale with focus on performance of typically developing student-athletes and some clinical groups, though to date no studies have examined adolescents who are deaf or hard-of-hearing. Retrospective and de-identified ImPACT baseline test used with deaf and hard-of-hearing high-school student-athletes (N = 143; 66% male, mean age = 16.11) was examined. Review indicated significant differences in some composite scores between the deaf and hard-of-hearing group and hearing normative comparisons. A possible marker of task misunderstanding was identified to occur more frequently within the deaf and hard-of-hearing sample (13% in deaf sample vs. .31% in hearing sample). Results may provide support for the consideration and use of additional measures to ensure comprehension of task demands when considering this tool for use with deaf and hard-of-hearing adolescents.

Middle school girls and one STEM OST program

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Holba, Andrea

This dissertation examines motivation in middle school girls involved in one STEM OST program. Specifically, motivation is examined through four distinct components. These components are attention, relevance, confidence, and satisfaction. Although these components are unique, they cumulatively create a holistic picture of motivation in program design. The middle school girl participants were observed at program workshops and personal interviews. Exploring program design elements through this lens of motivation was a qualitative effort to both understand how participants respond to design elements, and what might encourage future participation in STEM activities.

Assessing aspects of creativity in deaf and hearing high school students.

Science.gov (United States)

Stanzione, Christopher M; Perez, Susan M; Lederberg, Amy R

2013-04-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.

Factors affecting aggression in South Korean middle school students.

Science.gov (United States)

Park, MiJeong; Choi, Jihea; Lim, Seung-Joo

2014-12-01

The study was undertaken to assess levels of aggression, and to determine factors affecting aggression among South Korean middle school students. A descriptive study was conducted using self-report questionnaires. The participants were 340 girls and boys from two middle schools and 302 questionnaires were used for the final data analysis. Aggression, academic stress, depression, self esteem, decision-making competency, and happiness were measured. Data were analyzed using descriptive statistics including t tests, one-way analysis of variance, Pearson's correlation coefficients and multiple regressions. Aggression had significant correlations with academic stress (r = .21, p decision-making competency (r = -.25, p emotional factors like depression and academic stress. Additionally, development of positive factors such as self esteem, decision-making skills, and happiness in middle school students is important to reduce aggression. Copyright © 2014. Published by Elsevier B.V.

Suicide in deaf populations: a literature review

Directory of Open Access Journals (Sweden)

Kapur Navneet

2007-10-01

Full Text Available Abstract Background Studies have found that deaf individuals have higher rates of psychiatric disorder than those who are hearing, while at the same time encountering difficulties in accessing mental health services. These factors might increase the risk of suicide. However, the burden of suicidal behaviour in deaf people is currently unknown. The aim of the present review was to provide a summary of literature on suicidal behaviour with specific reference to deaf individuals. The objectives of the review were to establish the incidence and prevalence of suicidal behaviour in deaf populations; describe risk factors for suicidal behaviour in deaf populations; describe approaches to intervention and suicide prevention that have been used in deaf populations. Methods A number of electronic databases (e.g. Medline, PsycINFO, CINAHL, EMBASE, Dissertation Abstracts International, Web of Science, ComDisDome, ASSIA, Education Sage Full Text, Google Scholar, and the grey literature databases FADE and SIGLE were explored using a combination of key words and medical subject headings as search terms. Reference lists of papers were also searched. The Science and Social Sciences Citation Index electronic databases were used to identify studies that had cited key papers. We also contacted experts and organisations with an interest in the field. Results Very few studies focussed specifically on suicide in deaf populations. Those studies that were included (n = 13 generally involved small and unrepresentative samples. There were limited data on the rate of suicidal behaviour in deaf people. One study reported evidence of hearing impairment in 0.2% of all suicide deaths. Another found that individuals with tinnitus seen in specialist clinics had an elevated rate of suicide compared to the general population. The rates of attempted suicide in deaf school and college students during the previous year ranged from 1.7% to 18%, with lifetime rates as high as 30

Suicide in deaf populations: a literature review.

Science.gov (United States)

Turner, Oliver; Windfuhr, Kirsten; Kapur, Navneet

2007-10-08

Studies have found that deaf individuals have higher rates of psychiatric disorder than those who are hearing, while at the same time encountering difficulties in accessing mental health services. These factors might increase the risk of suicide. However, the burden of suicidal behaviour in deaf people is currently unknown. The aim of the present review was to provide a summary of literature on suicidal behaviour with specific reference to deaf individuals. The objectives of the review were to establish the incidence and prevalence of suicidal behaviour in deaf populations; describe risk factors for suicidal behaviour in deaf populations; describe approaches to intervention and suicide prevention that have been used in deaf populations. A number of electronic databases (e.g. Medline, PsycINFO, CINAHL, EMBASE, Dissertation Abstracts International, Web of Science, ComDisDome, ASSIA, Education Sage Full Text, Google Scholar, and the grey literature databases FADE and SIGLE) were explored using a combination of key words and medical subject headings as search terms. Reference lists of papers were also searched. The Science and Social Sciences Citation Index electronic databases were used to identify studies that had cited key papers. We also contacted experts and organisations with an interest in the field. Very few studies focussed specifically on suicide in deaf populations. Those studies that were included (n = 13) generally involved small and unrepresentative samples. There were limited data on the rate of suicidal behaviour in deaf people. One study reported evidence of hearing impairment in 0.2% of all suicide deaths. Another found that individuals with tinnitus seen in specialist clinics had an elevated rate of suicide compared to the general population. The rates of attempted suicide in deaf school and college students during the previous year ranged from 1.7% to 18%, with lifetime rates as high as 30%. Little evidence was found to suggest that risk factors for

Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

Directory of Open Access Journals (Sweden)

Olga Lucía León Corredor

2011-04-01

Full Text Available This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

Deaf Autism: Common Instructional Practices Described by Deaf Educators

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Rutledge, Felicia

2017-01-01

The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism.…

Bullying Experiences and Compromised Academic Performance across Middle School Grades

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Juvonen, Jaana; Wang, Yueyan; Espinoza, Guadalupe

2011-01-01

The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools.…

Gifted Learners: The Boomerang Kids of Middle School?

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Tomlinson, Carol Ann

1994-01-01

A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

Promoting Mental Health in Italian Middle and High School: A Pilot Study.

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Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella

2017-01-01

In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.

Alternative education programmes and middle school dropout in Honduras

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Marshall, Jeffery H.; Aguilar, Claudia R.; Alas, Mario; Castellanos, Renán Rápalo; Castro, Levi; Enamorado, Ramón; Fonseca, Esther

2014-05-01

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high - upwards of 50 per cent in some cases - between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors' analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.

Confronting the language barrier: Theory of mind in deaf children.

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Jones, Anna C; Gutierrez, Roberto; Ludlow, Amanda K

2015-01-01

The current study addressed deaf children's Theory of Mind (ToM) development as measured by a battery of first- and second-order belief tasks. Both a chronological age-matched control group and a younger group of pre-school aged hearing children were compared to a group of deaf children born to hearing parents. A hearing native signer enacted each of the tasks, which were pre-recorded in video clips in English (SSE), British Sign Language (BSL) and spoken English, in order to consider all communication preferences of the deaf children. Results revealed no differences in performance between the deaf and the young hearing children. However, despite the inclusion of ToM tasks based on their preferred mode of communication, the deaf children performed significantly worse at the unexpected-content and second-order belief task compared with their age-matched controls. These findings imply a delay rather than a deficit in ToM in deaf children that could be attributed to limited opportunities to converse and overhear conversations about mental states. None. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Perception of Genetic Testing for Deafness and Factors Associated with Interest in Genetic Testing Among Deaf People in a Selected Population in Sub-Saharan Africa.

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Adedokun, Babatunde O; Yusuf, Bidemi O; Lasisi, J Taye; Jinadu, A A; Sunmonu, M T; Ashanke, A F; Lasisi, O Akeem

2015-12-01

Understanding the perceptions of genetic testing by members of the deaf community may help in planning deafness genetics research, especially so in the context of strong adherence to cultural values as found among native Africans. Among Yorubas in Nigeria, deafness is perceived to be caused by some offensive actions of the mother during pregnancy, spiritual attack, and childhood infections. We studied attitudes towards, and acceptance of genetic testing by the deaf community in Nigeria. Structured questionnaires were administered to individuals sampled from the Vocational Training Centre for the Deaf, the religious Community, and government schools, among others. The main survey items elicited information about the community in which the deaf people participate, their awareness of genetic testing, whether or not they view genetic testing as acceptable, and their understanding of the purpose of genetic testing. There were 150 deaf participants (61.3 % males, 38.7 % females) with mean age of 26.7 years ±9.8. A majority of survey respondents indicated they relate only with other members of the deaf community (78 %) and reported believing genetic testing does more good than harm (79.3 %); 57 % expressed interest in genetic testing. Interest in genetic testing for deafness or in genetic testing in pregnancy was not related to whether respondents relate primarily to the deaf or to the hearing community. However, a significantly higher number of male respondents and respondents with low education reported interest in genetic testing.

Middle School Teachers' Perceptions Regarding the Motivation and Effectiveness of Homework

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Snead, Donald; Burris, Kathleen G.

2016-01-01

The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…

Political-pedagogical unfoldings of bilingualism for deaf people: reflexions and directing

Directory of Open Access Journals (Sweden)

Sueli Fernandes

2009-09-01

Full Text Available The article talks about bilingualism for deaf people, it’s implications in the educational process, as well as in some of the inclusive linguistic politics unfoldings proposed officially from the end of the decade of 1990 for this segment. The sociocultural and linguistic characteristics of the Brazilian deaf people communities are argued and also the importance of the same ones to be known and socially valued. Some lines of direction and challenges are pointed for the access and remaining of the deaf students in the school educational process. Finally, the text reflects about the bilingual education programs for deaf students, considering that these are complex, specially because it crosses economic ideological, cultural contradictory and heterogeneous interests.

Teacher Perceptions of One-to-One Mobile Devices in Middle School Reading

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Still, Maridale

2017-01-01

Middle school reading teachers in a south Texas school district were surveyed to obtain a clearer understanding of one-to-one mobile device usage in the middle school reading classroom specifically regarding collaborative and active learning environments. The theoretical framework reviewed emerging learning theories that have steered effective…

Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

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San Pedro, Maria Ofelia Clarissa Z.

2016-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students

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Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2016-01-01

The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the…

The effect of social skills training on perceived competence of female adolescents with deafness.

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Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

2013-12-01

Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the 'Hearing Impaired Children Self-Image Test'. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P social skills in adolescents with deafness would improve their sense of competence, and emotional well being.

Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

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Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne

2018-01-01

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…

Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers

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Pittman, Pamela; Honchell, Barbara

2014-01-01

The purpose of this qualitative study was to explore how literature discussion affects middle school struggling readers. The focus was on 16 middle school struggling readers in a rural Title I school in the southeastern United States. Findings indicated that (a) literature discussion increased student enjoyment of reading, and (b) students…

Outcomes of cochlear implantation in deaf children of deaf parents: comparative study.

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Hassanzadeh, S

2012-10-01

This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children. The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively. Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents. This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools

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McEnroe, James D.

2010-01-01

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

Motivacion y estudiantes de secundaria (Motivation and Middle School Students). ERIC Digest.

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Anderman, Lynley Hicks; Midgley, Carol

Research has shown a decline in motivation and performance for many children as they move from elementary school into middle school; however, research has also shown that the nature of motivational change on entry to middle school depends on characteristics of the learning environment in which students find themselves. This Digest outlines some…

Deaf Sociality and the Deaf Lutheran Church in Adamorobe, Ghana

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Kusters, Annelies

2014-01-01

This article provides an ethnographic analysis of "deaf sociality" in Adamorobe, a village in Ghana, where the relatively high prevalence of hereditary deafness has led to dense social and spatial connections. Deaf people are part of their hearing environment particularly through family networks, and produce deaf sociality through many…

Achievement, Language, and Technology Use Among College-Bound Deaf Learners.

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Crowe, Kathryn; Marschark, Marc; Dammeyer, Jesper; Lehane, Christine

2017-10-01

Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age. This study, involving data from 980 college-bound high school students with hearing loss, examined relations between academic achievement, communication variables (audiological, language), and use of assistive technologies (e.g., cochlear implants [CIs], FM systems) and other support services (e.g., interpreting, real-time text) in the classroom. Spoken language skills were positively related to achievement in some domains, while better sign language skills were related to poorer achievement in others. Among these college-bound students, use of CIs and academic support services in high school accounted for little variability in their college entrance examination scores. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Epidemiology of Basketball, Soccer, and Volleyball Injuries in Middle-School Female Athletes

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Barber Foss, Kim D.; Myer, Greg D.; Hewett, Timothy E.

2014-01-01

Background An estimated 30 to 40 million school children participate in sports in the United States; 34% of middle-school participants become injured and seek medical treatment at an annual cost close to $2 billion. The purpose of the current study was to evaluate the injury incidence and rates in female athletes in the middle-school setting during the course of 3 seasons. Methods Female basketball, soccer, and volleyball players were recruited from a single county public school district in Kentucky consisting of 5 middle schools. A total of 268 female athletes (162 basketball, 26 soccer, and 80 volleyball) participated. Athletes were monitored for sports-related injury and number of athlete exposures (AEs) by an athletic trainer. Injury rates were calculated for specific types of injuries within each sport. Injury rates for games and practices were also calculated and compared for each sport. Results A total of 134 injuries were recorded during the 3 sport seasons. The knee was the most commonly injured body part (99 injuries [73.9%]), of which patellofemoral dysfunction (31.3%), Osgood-Schlatter disease (10.4%), and Sinding-Larsen-Johansson/patella tendinosis (9%) had the greatest incidence. The ankle was the second most commonly injured body part, accounting for 16.4% of all injuries. The overall rates of injury by sport were as follows: soccer, 6.66 per 1000 AEs; volleyball, 3.68 per 1000 AEs; and basketball, 2.86 per 1000 AEs. Conclusions Female middle-school athletes displayed comparable injury patterns to those seen in their high-school counterparts. Future work is warranted to determine the potential for improved outcomes in female middle-school athletes with access to athletic training services. Clinical Relevance As the participation levels and number of injuries continue to rise, middle-school athletes demonstrate an increasing need for medical services provided by a certified athletic trainer. PMID:24875981

Vital Signs: Exposure to Electronic Cigarette Advertising Among Middle School and High School Students - United States, 2014.

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Singh, Tushar; Marynak, Kristy; Arrazola, René A; Cox, Shanna; Rolle, Italia V; King, Brian A

2016-01-08

Electronic cigarette (e-cigarette) use has increased considerably among U.S. youths since 2011. Tobacco use among youths in any form, including e-cigarettes, is unsafe. Tobacco product advertising can persuade youths to start using tobacco. CDC analyzed data from the 2014 National Youth Tobacco Survey to estimate the prevalence of e-cigarette advertisement exposure among U.S. middle school and high school students. The 2014 National Youth Tobacco Survey, a school-based survey of middle school and high school students in grades 6-12, included 22,007 participants. Exposure to e-cigarette advertisements (categorized as "sometimes," "most of the time," or "always") was assessed for four sources: retail stores, Internet, TV and movies, and newspapers and magazines. Weighted exposure estimates were assessed overall and by school type, sex, race/ethnicity, and grade. In 2014, 68.9% of middle and high school students (18.3 million) were exposed to e-cigarette advertisements from at least one source. Among middle school students, exposure was highest for retail stores (52.8%), followed by Internet (35.8%), TV and movies (34.1%), and newspapers and magazines (25.0%). Among high school students, exposure was highest for retail stores (56.3%), followed by Internet (42.9%), TV and movies (38.4%), and newspapers and magazines (34.6%). Among middle school students, 23.4% reported exposure to e-cigarette advertising from one source, 17.4% from two sources, 13.7% from three sources, and 11.9% from four sources. Among high school students, 21.1% reported exposure to e-cigarette advertising from one source, 17.0% from two sources, 14.5% from three sources, and 18.2% from four sources. Approximately seven in 10 U.S. middle and high school students were exposed to e-cigarette advertisements in 2014. Exposure to e-cigarette advertisements might contribute to increased use of e-cigarettes among youths. Multiple approaches are warranted to reduce youth e-cigarette use and exposure to e

Elementary and middle school science improvement project

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Mcguire, Saundra Y.

1989-01-01

The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.

Promoting Mental Health in Italian Middle and High School: A Pilot Study

Directory of Open Access Journals (Sweden)

Franco Veltro

2017-01-01

Full Text Available Aim. In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook’s effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. Method. The study design is a “pre- and posttest” that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through “self-reporting” questionnaires of (a learning skills including problem-solving and (b perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking. Results. Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. Conclusion. The results confirm the authors’ hypothesis that the use of this approach is much more promising in middle school.

Joining the diaspora of deaf memoirists: a personal account of writing deafness.

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McDONALD, Donna

2014-01-01

In this essay, the author describes how, and why, she tackled a lifetime of questions about her deafness and experiences of being deaf by writing a memoir called The Art of Being Deaf. While researching her memoir, the author discovered that the questions about her deafness that she most needed to answer were her own. Having first read many memoirs by other deaf writers and novels with deaf characters, the author set about composing her own narrative of deafness in a fresh way. She not only came to an improved understanding of her deaf self, but grew into a more authentic understanding of her whole self, reconciling her memories of the deaf girl she once was with the adult deaf woman she is now. The author illustrates how the act of writing a memoir can be an important tool in resolving questions of identity.

ASL Handshape Stories, Word Recognition and Signing Deaf Readers: An Exploratory Study

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Gietz, Merrilee R.

2013-01-01

The effectiveness of using American Sign Language (ASL) handshape stories to teach word recognition in whole stories using a descriptive case study approach was explored. Four profoundly deaf children ages 7 to 8, enrolled in a self-contained deaf education classroom in a public school in the south participated in the story time five-week…

The Impact of Mentoring Programs on Teachers in Urban Middle Schools

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Wider, Beyonka Shantel

2012-01-01

Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

"All Methods--and Wedded to None": The Deaf Education Methods Debate and Progressive Educational Reform in Toronto, Canada, 1922-1945

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Ellis, Jason A.

2014-01-01

This article is about the deaf education methods debate in the public schools of Toronto, Canada. The author demonstrates how pure oralism (lip-reading and speech instruction to the complete exclusion of sign language) and day school classes for deaf schoolchildren were introduced as a progressive school reform in 1922. Plans for further oralist…

Multimedia Storybooks: Supporting Vocabulary for Students Who Are Deaf/Hard-of-Hearing

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Donne, Vicki; Briley, Margaret L.

2015-01-01

A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and…

176: EVIDENCE-BASED AND EFFECTIVE RESEARCH SKILLS OF IRANIAN MIDDLE SCHOOL STUDENTS

OpenAIRE

Mostafaei, Helia; Sadeghi-Ghyassi, Fatemeh; Mostafaei, Hadi

2017-01-01

Background and aims Recently, digital research is very popular in schools. The capacity of students to do an effective search is unclear which can lead to utilization of unacceptable evidence in their research. Aims To evaluate middle school students' effective search skills. Methods This survey was done during the summer school of Farzanegan talented students middle school. The self-administrated questionnaire studied 30 items about effective search and digital research skills of students. O...

The Trajectory of Popularity Goal during the Transition to Middle School

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Dawes, Molly; Xie, Hongling

2017-01-01

The trajectory of early adolescents' popularity goal during the transition to middle school was examined in a diverse sample of 401 students. Popularity goal was assessed at five time points from the spring semester of fifth grade through the spring semester of seventh grade with the transition to middle school occurring between the fifth and…

Steps Counts among Middle School Students Vary with Aerobic Fitness Level

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Le Masurier, Guy C.; Corbin, Charles B.

2006-01-01

The purpose of this study was to examine if steps/day taken by middle school students varied based on aerobic fitness classification. Middle school students (N = 223; 112 girls, 111 boys) were assigned to three aerobic fitness categories (HIGH, MOD, LOW) based on results of the FITNESSGRAM PACER test. Four weekdays of pedometer monitoring…

Collaborative Assessment: Middle School Case Study

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Parkison, Paul T.

2014-01-01

Utilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students' perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A…

Factors That Influence Middle School Mathematics Teachers' Willingness to Collaborate with School Librarians

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Schnabel, Stephanie L.

2017-01-01

Collaboration between school libraries and classroom teachers can have a powerful impact on student learning. School librarians routinely collaborate with English language arts and social studies curriculum and less frequently with areas in STEM education. This research examines middle school mathematics teachers' extent of or willingness to…

Knowledge of display rules in prelingually deaf and hearing children.

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Hosie, J A; Russell, P A; Gray, C D; Scott, C; Hunter, N; Banks, J S; Macaulay, M C

2000-03-01

Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children.

The physical activity climate in Minnesota middle and high schools.

Science.gov (United States)

Samuelson, Anne; Lytle, Leslie; Pasch, Keryn; Farbakhsh, Kian; Moe, Stacey; Sirard, John Ronald

2010-11-01

This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level. Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study. While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity. Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.

Visual Access in Interpreter-Mediated Learning Situations for Deaf and Hard-of-Hearing High School Students Where an Artifact Is in Use

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Thomassen, Gøril

2016-01-01

This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher’s situated gestures and utterances, and the artifacts will contribute independent pieces of information. However, the deaf student can only have his or her visual attention focused on one source at a time. The problem to be addressed is how the interpreter coordinates the mediation when it comes to deaf students’ visual orientation. The presented discourse analysis is based on authentic video recordings from inclusive learning situations in Norway. The theoretical framework consists of concepts of role, footing, and face-work (Goffman, E. (1959). The presentation of self in everyday life. London, UK: Penguin Books). The findings point out dialogical impediments to visual access in interpreter-mediated learning situations, and the article discusses the roles and responsibilities of teachers and educational interpreters. PMID:26681267

Seeing the Deaf in "Deafness"

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Obasi, Chijioke

2008-01-01

This article draws on some of the existing literature on the politics of identity and representation as related to minority group formation. It applies this to constructions of Deaf identity from a cultural and linguistic perspective and contrasts this with dominant constructions of Deaf people as disabled. It highlights a number of ways in which…

Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

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Serrano, Vanessa

2012-01-01

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

Teens, Power Tools, and Green Schools: Education for Sustainability through a University Environmental Design Program and Middle School Partnership

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Derr, Victoria

2017-01-01

This article explores the role of green schools in promoting education for sustainability by reflecting on a university-middle school partnership focused on sustainable design. Undergraduates and middle school students met weekly for a semester to learn about sustainability through simple design projects and activities that focused on…

The pediatric daytime sleepiness scale (PDSS): sleep habits and school outcomes in middle-school children.

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Drake, Christopher; Nickel, Chelsea; Burduvali, Eleni; Roth, Thomas; Jefferson, Catherine; Pietro, Badia

2003-06-15

To develop a measure of daytime sleepiness suitable for middle-school children and examine the relationship between daytime sleepiness and school-related outcomes. Self-report questionnaire. Four hundred fifty, 11- to 15-year-old students, from grades 6, 7, and 8 of a public middle school in Dayton, Ohio. A pediatric daytime sleepiness questionnaire was developed using factor analysis of questions regarding sleep-related behaviors. Results of the sleepiness questionnaire were then compared across other variables, including daily sleep patterns, school achievement, mood, and extracurricular activities. Factor analysis on the 13 questions related to daytime sleepiness yielded 1 primary factor ("pediatric daytime sleepiness"; 32% of variance). Only items with factor loadings above .4 were included in the final sleepiness scale. Internal consistency (Chronbach's alpha) for the final 8-item scale was .80. Separate one-way analyses of variance and trend analyses were performed comparing pediatric daytime sleepiness scores at the 5 different levels of total sleep time and academic achievement. Participants who reported low school achievement, high rates of absenteeism, low school enjoyment, low total sleep time, and frequent illness reported significantly higher levels of daytime sleepiness compared to children with better school-related outcomes. The self-report scale developed in the present work is suitable for middle-school-age children and may be useful in future research given its ease of administration and robust psychometric properties. Daytime sleepiness is related to reduced educational achievement and other negative school-related outcomes.

Life Skills Training for Middle and High School Students with Autism

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Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun

2017-01-01

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school…

English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus

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Johnson, La-Trice

2013-01-01

A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of…

Mouthguard usage by middle and high school student-athletes in Houston, Texas.

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Miller, Michael B; Johnson, Cleverick D; Cooley, Ralph A; Sharp, Holly; Servos, Thomas A

2016-01-01

This survey recorded utilization levels of stock and custom mouthguards among middle and high school athletes in a US metropolitan area and gathered data on the prevalence of traumatic injuries that have occurred as a consequence of school-based athletic competition. The data also included reasons for the athletes' noncompliance. A 23-question, online survey form was developed. A geographically diverse list of public and private schools in the Houston metropolitan area was identified and included 30 public middle schools, 32 public high schools, 8 private middle schools, and 10 private high schools. The sports surveyed were baseball, basketball, field hockey, football, lacrosse, soccer, softball, volleyball, and wrestling. Only 1 private middle school participated. Only 5 of 32 public high schools and 1 private high school participated, representing response rates of 16% and 10%, respectively. Overall, there were 503 responses, and 56% of the respondents did not have a mouthguard. Among athletes who owned a mouthguard, most (70%) had stock versions purchased in a retail store, while 11% had a custom mouthguard fabricated by a dentist, and 19% had both types. The most frequent reasons cited for not wearing a mouthguard were forgetting to use it and a lack of comfort. The injury rates reported by respondents in the stock and custom mouthguard groups were 26% and 9%, respectively. A consistent, concerted effort by local dental societies should be aimed at school administrators and coaches to encourage enforcement or reinforcement of mouthguard usage policies among high school athletes, but, ultimately, parents need to step up to protect their children.

Motivation and Achievement of Middle School Mathematics Students

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Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin

2017-01-01

Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…

Kagan Cooperative Learning Model and Mathematics Achievement of Economically Disadvantaged Middle School Students

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Mourning, Erica

2014-01-01

Economically disadvantaged students are being outperformed by their non-disadvantaged peers in middle school mathematics. This problem is evidenced by 2013 data from a national middle school mathematics assessment which revealed an achievement gap of 27 scale score points. Closing this gap is important to schools with high populations of…

Gênero e surdez / Gender and deafness

Directory of Open Access Journals (Sweden)

Madalena Klein

2007-01-01

Full Text Available Este artigo propõe-se discutir a temática da surdez, articulando-a com discussões referentes a gênero e sexualidade, tomando por referência autores da perspectiva dosEstudos Culturais em Educação e dos Estudos Surdos. A surdez e os surdos, assim como o gênero, são entendidos a partir da diferença cultural. No mercado de trabalho em geral, as surdas são discriminadas, porém são a maioria no professorado, o que é uma conseqüência da feminização do trabalho docente. A crescente presença feminina na liderança dos movimentos surdos pode estar relacionada a essa maioria de professoras, que carregam para os movimentos características da organização escolar. Analisamos dois artigos sobre o tema, além de um encontro sobre mulheres surdas ocorrido em Pelotas – RS, onde as participantes destacaram seu papel na luta política da associação dos surdos, enquanto aos homens cabe o papel de organizar as atividades de lazer e esportes. A luta pelos direitos das mulheres surdas vem crescendo no Brasil e há necessidade de haver mais estudos sobre essa temática.Abstract This paper discusses the topic of deafness, articulating it with discussions referring to gender and sexuality, based on authors from the perspectives of Cultural Studies in Education and Deaf Studies. Deafness and deaf people, as the gender issue, are understood through a cultural difference perspective. Deaf women are discriminated inthe workplace in general, but they are the majority in the teaching profession, a consequence of the feminization of the teaching work. The increasing female presence as leaders of deaf movements may be related to this greater rate of women as teachers, who carry the features of the school organization onto the movements. Two papers onthe topic were examined, as well as a meeting on deaf women occurring in Pelotas – RS, whose participants highlighted their role in the political struggle by the deaf people’s association, while men take

Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

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Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

2011-01-01

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Solar cell and photonics outreach for middle school students and teachers

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Gilchrist, Pamela O.; Alexander, Alonzo B.

2017-08-01

This paper will describe the curriculum development process employed to develop a solar cell and photonics curriculum unit for students underrepresented in science, technology, engineering and mathematics fields. Information will explain how the curriculum unit was piloted with middle and high school teachers from public schools in North Carolina, high school students from underrepresented groups in an informal science program, and workshop settings. Measures used to develop the curriculum materials for middle school students will be presented along with program findings documenting students' urban versus rural interest in STEM, career aspirations, and 21st century learning skills in informal learning settings.

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence from the Wake County Public School System

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Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.

2015-01-01

Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…

[Hearing the impact of MP3 on a survey of middle school students].

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Xu, Zhan; Li, Zonghua; Chen, Yang; He, Ya; Chunyu, Xiujie; Wang, Fangyuan; Zhang, Pengzhi; Gao, Lei; Qiu, Shuping; Liu, Shunli; Qiao, Li; Qiu, Jianhua

2011-02-01

To understand the usage of MP3 and effects on hearing of middle school students in Xi'an, and discuss controlling strategies. Stratified random cluster sampling method was used in the 1567 middle school students in Xi'an through questionnaire survey, ear examination and hearing examination, data were analysed by the SPSS13.0 statistical software. 1) The rate of holding MP3 in the middle school students was 85.2%. Average daily use time was (1.41 +/- 1.11) h. 2) The noise group of pure tone hearing threshold was significantly higher compared with the control group (PMP3. 3) The detection rate of symptoms increased with the increasing use of MP3. The usage of MP3 can harm hearing in middle school students, which can result in neurasthenic syndrome.

Patterns of Change in Adolescent Dating Victimization and Aggression During Middle School.

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Goncy, Elizabeth A; Farrell, Albert D; Sullivan, Terri N

2018-03-01

Although mounting evidence suggests dating victimization and aggression begin in early adolescence, little work has examined the pattern of these behaviors across this age. This longitudinal study examined trajectories of dating victimization and aggression across middle school using 12 waves of data. A sample of early adolescents (N = 1369, 52.3% girls; 83% African American; 15% Hispanic or Latino) residing in an urban, economically disadvantaged area participated in this study. Youth completed measures of dating victimization and aggression quarterly across the 3 years of middle school. Although results indicated a general trend of increasing dating victimization and aggression across middle school, variation existed for boys and girls. Specifically, girls showed increasing patterns of both, whereas boys remained relatively stable across time. Dating victimization and aggression were also highly correlated across time. These findings support the implementation and refinement of prevention programming aimed at preventing and reducing dating aggression and victimization in middle school.

Later Start, Longer Sleep: Implications of Middle School Start Times

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Temkin, Deborah A.; Princiotta, Daniel; Ryberg, Renee; Lewin, Daniel S.

2018-01-01

Background: Although adolescents generally get less than the recommended 9 hours of sleep per night, research and effort to delay school start times have generally focused on high schools. This study assesses the relation between school start times and sleep in middle school students while accounting for potentially confounding demographic…

Relative Strengths of Predictors of Middle School Girls' Suspendable Offenses

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Cavanaugh, Barbara Harlow

2009-01-01

This study determines the relative strength of predictors of school violence among a sample of 229 girls enrolled in a single middle school. The four-part questionnaire, comprising sociodemographic items, a school violence inventory, a self-esteem scale, and an attitudes toward violence scale, measured school violence in terms of suspendable…

A Phenomenological Examination of Middle School African American Adolescent Men's Experiences with Professional School Counselors

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Washington, Ahmad Rashad

2013-01-01

This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research…

Cochlear implantation in X-linked deafness - How to manage the surgical challenges.

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Saeed, Haroon; Powell, Harry R F; Saeed, Shakeel R

2016-07-01

In children with X-linked deafness, cochlear malformations challenge the implant surgeon to avoid electrode insertion into the internal auditory meatus and prevent a continuous cerebrospinal fluid (CSF) leak. We describe our experience of cochlear implantation (CI) in two children with profound hearing loss secondary to X-linked deafness, highlighting safer operative techniques to avoid potential complications. Descriptive cases of two children with X-linked deafness (patient 1 and patient 2) undergoing CI. Peri-operative imaging and work-up to surgery are discussed. Specific operative considerations, post-operative complications and subsequent audiological performance are highlighted. In each case, intra-operative fluoroscopic imaging ensured intra-cochlear insertion of electrodes. Expected CSF gusher was seen in each case which was initially controlled by packing around the cochleostomy and array with temporalis muscle and fascia. Patient 1 developed post-operative meningitis secondary to continuous CSF leak. We avoided further significant CSF leak by planning staged procedures for patient 2, with obliteration of the middle ear cleft and external ear canal (EAC) at the time of implantation. In both patients, bilateral implantation successfully provided hearing thresholds of less than 35 dB in both ears at routine follow up. When planning for CI in children with radiological features of X-linked deafness, intra-operative imaging should be utilized to ensure correct electrode positioning. Traditional methods of stopping a CSF gusher may not suffice. We therefore encourage additional surgical obliteration of the middle ear space and EAC to avoid persistent CSF leak and its associated complications.

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

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Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

2012-01-01

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

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Caputo, Andrea

2013-01-01

This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized…

Stuck in the Middle: Career Progress, Motivation, and Engagement among Urban Middle School Students

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Brogan, Deirdre T.

2010-01-01

The process of educational and vocational development does not occur at a single point in time. Many indicators of dropping out of high school, for example, are present by middle school (Alexander et al., 1997; Balfanz et al., 2007). Yet, research and practice focus almost exclusively on enriching the learning and work experiences of high school…

Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

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McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

2007-01-01

The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

Principals' instructional management skills and middle school science teacher job satisfaction

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Gibbs-Harper, Nzinga A.

The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

Psychosocial Factors Associated with Smoking Intention in Korean Male Middle School Students

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Ra, Jin Suk; Cho, Yoon Hee

2017-01-01

This study examined psychosocial factors influencing smoking intention in Korean male middle school students. We used a descriptive cross-sectional design, based on the biopsychosocial model, to analyze data from 309 male adolescents aged 14-16 years in middle school. Of the psychological factors examined, stress and risk-taking tendency were…

Impact of correcting visual impairment and low vision in deaf-mute students in Pune, India.

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Gogate, Parikshit; Bhusan, Shashi; Ray, Shantanu; Shinde, Amit

2016-12-01

The aim of this study was to evaluate visual acuity and vision function before and after providing spectacles and low vision devices (LVDs) in deaf-mute students. Schools for deaf-mute in West Maharashtra. Hearing-impaired children in all special schools in Pune district underwent detailed visual acuity testing (with teachers' help), refraction, external ocular examination, and fundoscopy. Students with refractive errors and low vision were provided with spectacles and LVD. The LV Prasad-Functional Vision Questionnaire consisting of twenty items was administered to each subject before and after providing spectacles, LVDs. Wilcoxon matched-pairs signed-ranks test. 252/929 (27.1%) students had a refractive error. 794 (85.5%) were profound deaf. Two-hundred and fifty students were dispensed spectacles and LVDs. Mean LogMAR visual acuity before introduction of spectacles and LVDs were 0.33 ± 0.36 which improved to 0.058 (P vision pre- and post-intervention was statistically significant (P vision was much worse than their friend's vision, which was reduced to 17.6% after dispensing spectacles and LVDs. Spectacle and LVD reduced visual impairment and improved vision function in deaf-mute students, augmenting their ability to negotiate in and out of school.

Staff Development for Rural Middle Schools through Regional Conferences.

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Johnston, William F.

1994-01-01

Isolation, limited access to colleges and universities, and financial constraints restrict staff development opportunities for rural school systems. Recognizing these problems, the Virginia Middle School Association has adopted a regional conference structure that shifts meeting locations throughout seven major areas. The "hot topics"…

The "School Safety & Security Questionnaire": Middle Grades Students' Perceptions of Safety at School

Science.gov (United States)

Miller, Janice Williams; Nickell, Linda K.

2008-01-01

This study presents the development and basic psychometric characteristics of the "School Safety and Security Questionnaire" (SSSQ). This new measure was constructed to assess middle grade students' perceptions of safety and security during the school year. The content validity of the theoretically-based instrument was assessed and the measure was…

Hearing Loss: Issues in the Deaf and Hard of Hearing Communities.

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Moreland, Christopher; Atcherson, Samuel R; Zazove, Philip; McKee, Michael M

2015-07-01

Hearing loss can lead to impairments in language and speech acquisition, educational attainment, social development, and reading achievement. More than 90% of deaf and hard of hearing (DHH) children are born to hearing parents who may lack the knowledge or experience to effectively care for a child with hearing loss. Family involvement is crucial for teaching self-advocacy and global communication skills, optimizing social development, and helping DHH individuals understand and manage external attitudes about deafness and hearing loss. American Sign Language is a naturally developed language with an always-expanding lexicon and grammatical structures different from those of English. Teaching spoken English and American Sign Language equally, often called bilingual bimodal education, can enhance academic and reading achievement as well as language and psychosocial development. Formal schooling options for a DHH child include enrollment in a public or private school system (often called inclusion, integration, or mainstreaming), a school for the deaf, or a bilingual school. Individuals with hearing loss experience stereotypes and biases that create disparities in health insurance coverage, health care access, and outcomes of mental and physical conditions. Family physicians should recognize and minimize biases to improve health care in the DHH community. Written permission from the American Academy of Family Physicians is required for reproduction of this material in whole or in part in any form or medium.

Altering Practices to Include Bimodal-bilingual (ASL-Spoken English) Programming at a Small School for the Deaf in Canada.

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Priestley, Karen; Enns, Charlotte; Arbuckle, Shauna

2018-01-01

Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19). Washington, DC: Gallaudet University Press). However, there is limited research on students' spoken language development, signed language growth, academic outcomes or the social-emotional factors associated with these programs (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Nussbaum, D & Scott, S. (2011). The cochlear implant education center: Perspectives on effective educational practices. In Paludneviciene, R. & Leigh, I. (Eds.) Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press. The cochlear implant education center: Perspectives on effective educational practices. In Paludnevicience & Leigh (Eds). Cochlear implants evolving perspectives (pp. 175-205). Washington, DC: Gallaudet University Press; Spencer, P. & Marschark, M. (Eds.) (2010). Evidence-based practice in educating deaf and hard-of-hearing students. New York, NY: Oxford University Press). The purpose of this case study was to look at formal and informal student outcomes as well as staff and parent perceptions during the first 3 years of implementing a bimodal-bilingual (ASL and spoken English) program within an ASL milieu at a small school for the deaf. Speech and language assessment results for five students were analyzed over a 3-year period and indicated that the students made significant positive gains in all areas, although results were variable. Staff and parent

Program Evaluation and Strategic Language Planning at the Caribbean Christian Centre for the Deaf

Science.gov (United States)

Dacres, Kristen Jackson

2011-01-01

The purpose of this study was to formulate and conduct a needs assessment identifying which present factors may contribute to the implementation of a bilingual education program using Jamaican Sign Language and Jamaican Standard English (JEBE) at The Caribbean Christian Centre for the Deaf, a non-governmental school serving deaf children in…

Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

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Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

2018-01-01

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

ATM: Restructing Learning for Deaf Students.

Science.gov (United States)

Keefe, Barbara; Stockford, David

Governor Baxter School for the Deaf is one of six Maine pilot sites chosen by NYNEX to showcase asynchronous transfer mode (ATM) technology. ATM is a network connection that allows high bandwidth transmission of data, voice, and video. Its high speed capability allows for high quality two-way full-motion video, which is especially beneficial to a…

Balance Performance of Deaf Children With and Without Cochlear Implants

Directory of Open Access Journals (Sweden)

Amir-Abbas Ebrahimi

2016-12-01

Full Text Available  The aim of this study was to compare the static and dynamic balance performance of deaf children with and without cochlear implants. This is a cross-sectional study of 145 school children, aged between 7 and 12 years comprising 85 children with congenital or early acquired bilateral profound sensorineural hearing loss (the hearing loss group and 60 normal hearing aged-matched control counterparts were assessed using the balance subtest of Bruininks-Oseretsky test of Motor Proficiency (BOTMP. The hearing loss group, 50 without cochlear implants (the non-implant group and 35 of them with unilateral cochlear implants (the implant group were recruited from schools for the deaf and normal hearing children (the control group randomly selected from two randomly selected elementary schools of Tehran city. The scores were analyzed using one-way ANOVA. The total score of deaf children especially the implant group were significantly lower than the control group P<0.001. The balance performance of the control group was better than the implant group in all of the items as well as the non-implant group except the fourth tested item (walking forward on a line (P<0.05. The balance score of the implant group was significantly lower than the non-implant group except for the third tested item (standing on the preferred leg on a balance beam with eyes closed. The findings suggested that deaf children, specifically those with cochlear implants are at risk for motor and balance deficits. Thus, vestibular and motor evaluations, as well as interventions to improve balance and motor skills, should be prioritized for this population.

10 Ways to Help Your Child Succeed in Middle School

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... and do better in school. You can help boost your child's attention span, concentration, and memory by ... interested in his or her education. Keep in mind, though, that while some middle school students like ...

Effect of a Laptop Initiative on Middle School Mathematics Achievement

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Lambert, Edna Earl White

2014-01-01

In the wake of No Child Left Behind, schools continue to be evaluated according to standardized test results. Researchers suggest that technology can assist students with development and school achievement. While laptop initiative (LI) technology was being implemented by South Carolina districts in the middle schools classrooms, educational…

Changes in academic adjustment and relational self-worth across the transition to middle school.

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Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Social Withdrawal, Peer Rejection, and Peer Victimization in Taiwanese Middle School Students

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Wei, Hsi-Sheng; Chen, Ji-Kang

2009-01-01

This study aims to examine the relationships between social withdrawal, peer rejection and peer victimization among Taiwanese middle school students as well as to explore the applicability of relevant models in an East Asia culture context. The sample of this study consists of 219 7th grade students from middle schools in Taiwan. Data from…

Middle Schools Preparing Young People for 21st Century Life and Work

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Kay, Ken

2009-01-01

In this article, the author describes how middle schools can prepare young people for the challenges and opportunities of the 21st century. Integrating 21st century skills deliberately and systematically into middle school education will empower educators to accomplish many of the elusive goals they have tried to reach for years. Twenty-first…

Transitioning from Elementary School to Middle School: The Ecology of Black Males' Behavior

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Mundy, Alma Christienne

2014-01-01

The purpose of this mixed method study is to explain the ecology Black males experience as they transition from elementary school to middle school in terms of behavior. The Black male graduation rate is well below 50% nationally (Orfield, Losen, Wald, & Swanson, 2004; Schott Foundation for Public Education, 2010). Graduating from high school…

Food choice, plate waste and nutrient intake of elementary- and middle-school students participating in the US National School Lunch Program.

Science.gov (United States)

Smith, Stephanie L; Cunningham-Sabo, Leslie

2014-06-01

To (i) evaluate food choices and consumption patterns of elementary- and middle-school students who participate in the National School Lunch Program (NSLP) and (ii) compare students' average nutrient intake from lunch with NSLP standards. Plate waste from elementary- and middle-school students' lunch trays was measured in autumn 2010 using a previously validated digital photography method. Percentage waste was estimated to the nearest 10 % for the entrée, canned fruit, fresh fruit, vegetable, grain and milk. Univariate ANOVA determined differences in percentage waste between schools, grades and genders. Daily nutrient intake was calculated using the district's menu analysis and percentage waste. Elementary and middle schools in northern Colorado (USA). Students, grades 1-8. Plate waste was estimated from 899 lunch trays; 535 elementary- and 364 middle-school students. Only 45 % of elementary- and 34 % middle-school students selected a vegetable. Elementary-school students wasted more than a third of grain, fruit and vegetable menu items. Middle-school students left nearly 50 % of fresh fruit, 37 % of canned fruit and nearly a third of vegetables unconsumed. Less than half of the students met the national meal standards for vitamins A and C, or Fe. Few students' lunch consumption met previous or new, strengthened NSLP lunch standards. Due to the relatively low intake of vegetables, intakes of vitamins A and C were of particular concern. Effective behavioural interventions, combined with marketing, communications and behavioural economics, will likely be necessary to encourage increased vegetable intake to meet the new meal standards.

[Sub-health status of middle school teachers and its correlation analysis with occupational stress].

Science.gov (United States)

Chang, W J; Shao, H M; Zhi, X Y; Xu, J; Xie, J

2017-08-20

Objective: To study the distribution of sub-health and occupational stress as well as their correlation among middle school teachers in Tianjin, then provide evidences for prevention and control of the status of sub-health. Methods: A total of 3 522 middle school teachers from six districts of Tianjin were recruited with stratified cluster sampling strategy for the investigation of Sub-Health Measurement Scale version 1.0 (SHMS V1.0) and Occupational Stress Inventory-Revised Edition (OSI-R) . Results: Detection rate of sub-health status among Tianjin middle school teachers was 58.55%. Men had significantly lower sub-health detection rate (55.19%) than women (59.71%) . Sub-health detection rate increased with age ( P occupational stress norm of China ( P occupational stress of middle school teachers showed that the scores of occupational role and personal strain were negatively correlated with the scores of sub-health state ( P occupational stress level of middle school teachers, increase personal resources, and scientific and effective health guidance and education should be strengthened.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

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Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H

2008-01-01

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Visual Access in Interpreter-Mediated Learning Situations for Deaf and Hard-of-Hearing High School Students Where an Artifact Is in Use.

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Berge, Sigrid Slettebakk; Thomassen, Gøril

2016-04-01

This article highlights interpreter-mediated learning situations for deaf high school students where such mediated artifacts as technical machines, models, and computer graphics are used by the teacher to illustrate his or her teaching. In these situations, the teacher's situated gestures and utterances, and the artifacts will contribute independent pieces of information. However, the deaf student can only have his or her visual attention focused on one source at a time. The problem to be addressed is how the interpreter coordinates the mediation when it comes to deaf students' visual orientation. The presented discourse analysis is based on authentic video recordings from inclusive learning situations in Norway. The theoretical framework consists of concepts of role, footing, and face-work (Goffman, E. (1959). The presentation of self in everyday life. London, UK: Penguin Books). The findings point out dialogical impediments to visual access in interpreter-mediated learning situations, and the article discusses the roles and responsibilities of teachers and educational interpreters. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Impact of School Uniforms on Student Discipline and the Learning Climate: A Comparative Case Study of Two Middle Schools with Uniform Dress Codes and Two Middle Schools without Uniform Dress Codes

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Dulin, Charles Dewitt

2016-01-01

The purpose of this research is to evaluate the impact of uniform dress codes on a school's climate for student behavior and learning in four middle schools in North Carolina. The research will compare the perceptions of parents, teachers, and administrators in schools with uniform dress codes against schools without uniform dress codes. This…

Deaf Education in New Zealand: Where We Have Been and Where We Are Going

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Powell, Denise; Hyde, Merv

2014-01-01

Over the past 150 years in New Zealand, education of deaf and hearing impaired children has undergone a series of transformations. These have included shifts in the underlying philosophies and pedagogies, as well as modifications to how schools and deaf and hearing-impaired students are funded and supported. This article provides an overview of…

Examining a Sample of Black Deaf Individuals on the Deaf Acculturation Scale

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Nelson Schmitt, Shawn S.; Leigh, Irene W.

2015-01-01

The current study sought to identify and analyze how Black deaf and hard-of-hearing people conceptualize their deaf and hard-of-hearing identities. That is, what cultural and linguistic factors are involved and how do they interact? An existing measure of Deaf cultural identity, the Deaf Acculturation Scale (DAS), was used to evaluate these…

An Investigation of Middle School Teachers' Perceptions on Bullying

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Waters, Stewart; Mashburn, Natalie

2017-01-01

The researchers in this study investigated rural middle school teachers' perspectives regarding bullying. The researchers gathered information about the teachers' definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader…

Friendships in Middle School: Influences on Motivation and School Adjustment

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Wentzel, Kathryn R.; Barry, Carolyn McNamara; Caldwell, Kathryn A.

2004-01-01

In this 2-year longitudinal study (n=242), the authors examined relations of having a reciprocated friend and characteristics of a reciprocated friend to students' social and academic adjustment to middle school. With respect to having a friend, 6th-grade students without friends showed lower levels of prosocial behavior, academic achievement, and…

CLASP Middle School/High School Boys of Color Policy Scan and Information Gathering

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Toldson, Ivory A.; Crowell, Candice

2012-01-01

The purpose of this project is to provide an analysis of policy issues affecting middle school and high school-aged boys and young men of color in the areas of education, health, and pathways to employment. This policy scan and subsequent recommendations will provide valuable background knowledge to inform the future direction of policy efforts…

Examining the Relationship between Self-Esteem, Mattering, School Connectedness, and Wellness among Middle School Students

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Watson, Joshua C.

2018-01-01

With data collected from 254 middle grade (5-8) students enrolled in a rural, southern school district, this study sought to determine the influence of self-esteem, mattering, and school connectedness on students' overall wellness. Using a two-step hierarchical multiple regression analysis, the author found that school connectedness significantly…

Middle school girls: Experiences in a place-based education science classroom

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Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

Early Predictors of Middle School Fraction Knowledge

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Bailey, Drew H.; Siegler, Robert S.; Geary, David C.

2014-01-01

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic…

The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

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Lenhart, Sara Talley

2010-01-01

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

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Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin

2018-01-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying…

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

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Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

2015-09-01

The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

School as a risk factor for psychoactive substance use by middle school students

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Okulicz-Kozaryn, Katarzyna

2010-01-01

For the majority of Polish students school is a source of negative experiences and therefore may increase the risk of adolescent problem behaviors. The results of the study conducted in Warsaw middle schools (N=2244, 54% girls) indicated that changes for worse (between 7 and 8 grade) in students' behavior increase the risk of drug use. However, changes for better in students' perception of school value and school achievements are risk factors, too (even when family and peer risk factors are controlled). PMID:21152104

Joining the Diaspora of Deaf Memoirists: A Personal Account of Writing Deafness

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McDonald, Donna

2014-01-01

In this essay, the author describes how, and why, she tackled a lifetime of questions about her deafness and experiences of being deaf by writing a memoir called The Art of Being Deaf. While researching her memoir, the author discovered that the questions about her deafness that she most needed to answer were her own. Having first read many…

Improving Middle School Quality in Poor Countries: Evidence from the Honduran "Sistema De Aprendizaje Tutorial"

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McEwan, Patrick J.; Murphy-Graham, Erin; Torres Irribarra, David; Aguilar, Claudia; Rápalo, Renán

2015-01-01

This article evaluates the impact and cost-effectiveness of offering an innovative middle school model--the Sistema de Aprendizaje Tutorial (SAT)--to Honduran villages instead of traditional middle schools. We identified a matched sample of villages with either type of school and collected baseline data among primary school graduates eligible to…

Deaf and Hard of Hearing Children and Adolescents in China: Their Fears and Anxieties

Science.gov (United States)

Li, Huijun; Prevatt, Frances

2010-01-01

The study examined the fears and anxieties of Chinese deaf and hard of hearing children and adolescents, and the ability of parents and teachers to report the presence of these fears and anxieties. Chinese deaf youth are at risk due to a lack of trained teachers, an overemphasis on oral education in schools, negative stereotypes, and parental…

The Educational Workshops Importance of Students in Teaching-learning Deaf

Directory of Open Access Journals (Sweden)

Paula Cristina Cristina de Oliveira Vons

2016-02-01

Full Text Available Inclusive educational workshops can be used as teaching strategies for deaf students to integrate into society, allowing who are beneficiaries of diversified teaching methods, encouraging them to become active citizens in their rights and duties according to their potential. In order to build knowledge collectively, inclusive educational workshops were developed as the project methodology "The Natural Science Museum Goes to School: a proposal for inclusive education", which aimed to raise awareness among deaf students of the School of Special Education Helen Keller Caxias do Sul / RS on the importance of environmental preservation. The workshops allowed autonomy in the construction of knowledge as related theory with practice, creating situations where students stopped being only learning receivers. Workshops were held as hanging garden, environmental commitment, sensory garden, animals in origami, green puppet, puppet fish and terrarium. Participated in these activities students from 1st to 9th grades of elementary school and adult education, covering 102 participants. During the workshops inquiries were carried out, encouraging students to share prior knowledge with colleagues and enabling these acquire new environmental information, making meaningful learning. Pedagogical workshops should be used as support tools in the classroom, and worked in continuous and interdisciplinary way. As a result, deaf students feel valued and producers of their knowledge and will experience different activities recognizing the importance of learning to their daily lives.

The link between middle school mathematics course placement and achievement.

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Domina, Thurston

2014-01-01

The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

Empowering Middle School Teachers with Portable Computers.

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Weast, Jerry D.; And Others

1993-01-01

A Sioux Falls (South Dakota) project that supplied middle school teachers with Macintosh computers and training to use them showed gratifying results. Easy access to portable notebook computers made teachers more active computer users, increased teacher interaction and collaboration, enhanced teacher productivity regarding management tasks and…

E-cigarette Use Triples Among Middle and High School Students in Just One Year

Science.gov (United States)

... Information Act Office Public Health Image Library (PHIL) E-cigarette use triples among middle and high school students ... ET Contact: Media Relations (404) 639-3286 Current e-cigarette use among middle and high school students tripled ...

Planes of phenomenological experience: The psychology of deafness as an early example of American Gestalt psychology, 1928-1940.

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Schmidt, Marion A

2017-11-01

When, in 1928, the Clarke School for the Deaf in Northampton, Massachusetts, opened a psychological research division, it was nothing unusual in a time fascinated with the sciences of education. Yet with its longstanding ties to Northampton's Smith College, the school was able to secure the collaboration of eminent Gestalt psychologist Kurt Koffka, who, in turn, engaged 2 more German-speaking emigrants, Margarete Eberhardt and social psychologist Fritz Heider, and Heider's American wife Grace Moore Heider. This collaboration has seen little attention from historians, who have treated Koffka's and Heider's time in Northampton as a transitory phase. I argue, however, that their research on deafness adds to the history of emigration and knowledge transfer between European and American Schools of psychology, and to historical understanding of the interrelation of Gestalt, child, and social psychology. Professionals in child studies and developmental psychology were keenly interested in the holistic and introspective approach Gestalt psychology offered. Deaf children were considered a particularly fascinating research population for exploring the relationship between thought and language, perception and development, Gestalt, and reality. At the Clarke School, Grace Moore Heider was among the first Americans to apply Gestalt principles to child psychology. In a time in which pejorative eugenic beliefs dominated professional perceptions of disability, the Heiders' groundbreaking work defined the deaf as a social and phenomenological minority. This was in opposition to dominant beliefs in deaf education, yet it points to early roots of a social model of deafness and disability, which historians usually locate in 1960s and '70s activism. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Parenting Stress in Mothers of Mentally Retarded, Blind, Deaf and Physically Disabled Children

Directory of Open Access Journals (Sweden)

Mohammad Kazem Atefvahid

2017-03-01

Full Text Available Background and Objective: Parents of children with disabilities are poorer physical and mental health and greater stress experience. This study was conducted to evaluate Parenting stress in mothers of mentally retarded, blind, deaf and physically disabled children.Materials and Methods: This study was causal-comparative. The study population included 310 mothers of exceptional children (mothers of children with mental retardation, blind, deaf and physical-motor disabilities 7 to 12 years of age enrolled in primary schools in the academic year 90-1389 exceptional Tehran. Multi-stage cluster sampling method was used. The data obtained from questionnaires parenting stress using multivariate analysis of variance (MANOVA were analyzed.Results: The results showed that parenting stress in mothers of blind with mentally retarded, deaf with mentally retarded, physically with blind and deaf children are significantly different. As well as, there was significant difference between the mean score of blind, physical disorders, mentally retarded and deaf groups in terms of distraction- hyperactivity subscale.Conclusion: Mothers of children with mental retardation, physical disorders, blind and deaf have most parenting stress respectively.

College students' experiences and attitudes regarding middle and high school-based breastfeeding education.

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Spear, Hila J

2007-10-01

This study examined the attitudes and experiences of male and female college students relative to breastfeeding education within middle and high school programs of study. Findings revealed that 36.7% of the participants were taught about breastfeeding while enrolled in a specific course in high school; 11.3% received information about breastfeeding in middle school. Overall, participants expressed positive attitudes toward breastfeeding and were supportive of the promotion of breastfeeding within a formal educational setting. However, 54% disagreed with offering information about breastfeeding to middle school students. Furthermore, most (67.8%) participants found public breastfeeding to be unacceptable; 77.7% indicated that breastfeeding is an intimate behavior that should be kept private. School nurses are in a unique position to influence school health and science-related curricula designed to promote the health benefits of breastfeeding. More education is needed to teach young people about the advantages of breastfeeding and to make breastfeeding a socially and culturally acceptable lifestyle behavior.

[Distribution and main influential factors of mental workload of middle school teachers in Nanchang City].

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Xiao, Yuanmei; Li, Weijuan; Ren, Qingfeng; Ren, Xiaohui; Wang, Zhiming; Wang, Mianzhen; Lan, Yajia

2015-01-01

To investigate the distribution and main influential factors of mental workload of middle school teachers in Nanchang City. A total of 504 middle school teachers were sampled by random cluster sampling from middle schools in Nanchang City, and the mental workload level was assessed with National Aeronautics and Space Administration-Task Load Index (NASA-TLX) which was verified in reliability and validity. The mental workload scores of middle school teachers in Nanchang was approximately normal distribution. The mental workload level of middle school teachers aged 31 -35 years old was the highest. For those no more than 35 years old, there was positive correlation between mental workload and age (r = 0.146, P teachers with lower educational level seemed to have a higher mental workload (P teacher worked per day, the higher the mental workload was. Working hours per day was the most influential factor on mental workload in all influential factors (P teachers was closely related to age, educational level and work hours per day. Working hours per day was the important risk factor of mental workload. Reducing working hours per day, especially reducing it to be no more than 8 hours per day, may be a significant and useful approach alleviating mental workload of middle school teachers in Nanchang City.

Deaf/Hearing Research Partnerships

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Wolsey, Ju-Lee A.; Misener Dunn, Kim; Gentzke, Scott W.; Joharchi, Hannah A.; Clark, M. Diane

2017-01-01

Deaf individuals typically are seen through the lens of the dominant hearing society's perception, i.e., that being deaf is an impairment. Today, a small but growing number of Deaf and hearing researchers are challenging this perception. The authors examined perceptions of what components are necessary for a successful Deaf/hearing research…

[Study of generational risk in deafness inflicted couples using deafness gene microarray technique].

Science.gov (United States)

Wang, Ping; Zhao, Jia; Yu, Shu-yuan; Jin, Peng; Zhu, Wei; DU, Bo

2011-06-01

To explored the significance of screening the gene mutations of deafness related in deaf-mute (deaf & dumb) family using DNA microarray. Total of 52 couples of deaf-mute were recruited from Changchun deaf-mute community. With an average age of (58.3 ± 6.7) years old (x(-) ± s). Blood samples were obtained with informed consent. Their genomic DNA was extracted from peripheral blood and PCR was performed. Nine of hot spot mutations in four most common deafness pathologic gene were examined with the DNA microarray, including GJB2, GJB3, PDS and mtDNA 12S rRNA genes. At the same time, the results were verified with the traditional methods of sequencing. Fifty of normal people served as a control group. All patients were diagnosed non-syndromic sensorineural hearing loss by subjective pure tone audiometry. Thirty-two of 104 cases appeared GJB2 gene mutation (30.7%), the mutation sites included 35delG, 176del16, 235delC and 299delAT. Eighteen of 32 cases of GJB2 mutations were 235delC (59.1%). Seven of 104 cases appeared SLC26A4 gene IVS7-2 A > G mutation. Questionnaire survey and gene diagnosis revealed that four of 52 families have deaf offspring (7.6%). When a couple carries the same gene mutation, the risk of their children deafness was 100%. The results were confirmed with the traditional methods of sequencing. There is a high risk of deafness if a deaf-mute family is planning to have a new baby. It is very important and helpful to avoid deaf newborns again in deaf-mute family by DNA microarray.

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

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Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

2018-03-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Influence of Grade-Span Configuration on Student Performance in K-8 Schools and Middle Schools in New Jersey

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Keegan, Edward W.

2010-01-01

Recent literature casts unfavorable light upon the middle school as the most appropriate grade configuration in which to effectively educate young adolescents. The current criticism of middle schools may be fueled, in part, by "A Nation at Risk," the "No Child Left Behind Act," and a growing subsequent emphasis on…

Are school vending machines loaded with calories and fat: an assessment of 106 middle and high schools.

Science.gov (United States)

Pasch, Keryn E; Lytle, Leslie A; Samuelson, Anne C; Farbakhsh, Kian; Kubik, Martha Y; Patnode, Carrie D

2011-04-01

The purpose of this study was to describe the extent to which vending offerings in 106 schools in the St. Paul-Minneapolis, Minnesota metropolitan area, met criteria for types of beverages, fat, and calories based on selected criteria offered by the Institute of Medicine. Schools where youth participants were attending for the 2006-2007 school year were identified and invited to participate in the study (n = 143); 81% of schools (n = 116) agreed to participate. Of the 116 schools, 106 had vending machines. Across schools with vending machines (n = 106), 5085 food and 8442 beverage items were offered. Overall, only 18% of beverage items met criteria for calories and type of beverage; significantly more items in public schools met the criteria as compared to private schools (19% vs 12%; p schools as compared to middle schools (18% vs 22%; p schools (22% vs 18%; p = .01), while high schools (22%) and middle schools (21%) were similar. A very small proportion of foods (schools are doing a slightly better job of providing healthy foods as compared to private schools. © 2011, American School Health Association.

Mainstream Teachers about Including Deaf or Hard of Hearing Students

Science.gov (United States)

Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry

2012-01-01

This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching…

Deaf Culture. PEPNet Tipsheet

Science.gov (United States)

Siple, Linda; Greer, Leslie; Holcomb, Barbra Ray

2004-01-01

It often comes as a surprise to people that many deaf people refer to themselves as being members of Deaf culture. The American Deaf culture is a unique linguistic minority that uses American Sign Language (ASL) as its primary mode of communication. This tipsheet provides a description of Deaf culture and suggestions for effective communication.

THE MEDIATING EFFECT OF SELF-ESTEEM AND LEARNING ATTITUDE ON THE RELATIONSHIP BETWEEN MIDDLE SCHOOL STUDENTS’ PERCEIVED PARENTING STYLE AND SCHOOL LIFE ADJUSTMENT

OpenAIRE

Lee, Soo Youn

2012-01-01

This study examined the effect of middle school students’ perceived parenting style on their school life adjustment focusing on the mediation effect of selfesteem and learning attitude. The author carried out analysis of covariance structure using the 1st wave(2010) data of Korean Children and Youth Panel Survey(KCYPS) conducted by the National Youth Policy Institute and consists of 2,351 first year middle school students and their parents. The results indicated that when middle school studen...

Opposites Detract: Middle School Peer Group Antipathies

Science.gov (United States)

Laursen, Brett; Bukowski, William M.; Nurmi, Jari-Eri; Marion, Donna; Salmela-Aro, Katariina; Kiuru, Noona

2010-01-01

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish ninth-grade middle school students (mean age = 15.0 years). Hierarchical linear modeling determined characteristics of youths in actor…

Sexting and sexual behavior among middle school students.

Science.gov (United States)

Rice, Eric; Gibbs, Jeremy; Winetrobe, Hailey; Rhoades, Harmony; Plant, Aaron; Montoya, Jorge; Kordic, Timothy

2014-07-01

It is unknown if "sexting" (i.e., sending/receiving sexually explicit cell phone text or picture messages) is associated with sexual activity and sexual risk behavior among early adolescents, as has been found for high school students. To date, no published data have examined these relationships exclusively among a probability sample of middle school students. A probability sample of 1285 students was collected alongside the 2012 Youth Risk Behavior Survey in Los Angeles middle schools. Logistic regressions assessed the correlates of sexting behavior and associations between sexting and sexual activity and risk behavior (ie, unprotected sex). Twenty percent of students with text-capable cell phone access reported receiving a sext and 5% reported sending a sext. Students who text at least 100 times per day were more likely to report both receiving (odds ratio [OR]: 2.4) and sending (OR: 4.5) sexts and to be sexually active (OR: 4.1). Students who sent sexts (OR: 3.2) and students who received sexts (OR: 7.0) were more likely to report sexual activity. Compared with not being sexually active, excessive texting and receiving sexts were associated with both unprotected sex (ORs: 4.7 and 12.1, respectively) and with condom use (ORs: 3.7 and 5.5, respectively). Because early sexual debut is correlated with higher rates of sexually transmitted infections and teen pregnancies, pediatricians should discuss sexting with young adolescents because this may facilitate conversations about sexually transmitted infection and pregnancy prevention. Sexting and associated risks should be considered for inclusion in middle school sex education curricula. Copyright © 2014 by the American Academy of Pediatrics.

Assessment of Secondhand Smoke Exposure at School among U.S. Middle and High School Students

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Olufajo, Olubode Ademola; Agaku, Israel Terungwa

2015-01-01

To obtain nationally representative estimates of the prevalence of secondhand smoke (SHS) exposure at U.S. schools, we assessed the prevalence and correlates of SHS exposure at school among U.S. middle and high school students using data from the 2011 National Youth Tobacco Survey comprising of 18,866 students spread across all the U.S. states.…

School of the Future Handbook. A Guide for Technology Implementation. F. M. Black Middle School.

Science.gov (United States)

Smith, Richard Alan; Sassi, Anthony

In 1985, Apple Computer, Inc., and the Houston Independent School District began a project to create a model School of the Future at the F. M. Black Middle School. As described in this guide, the project was designed to demonstrate how microcomputers and related technology can make the process of instruction more efficient and effective. The…

Temporal associations of popularity and alcohol use among middle school students.

Science.gov (United States)

Tucker, Joan S; Miles, Jeremy N V; D'Amico, Elizabeth J; Zhou, Annie J; Green, Harold D; Shih, Regina A

2013-01-01

The goal of this study is to better understand the longitudinal cross-lagged associations between popularity, assessed through self-rating and peer nominations, and alcohol use among middle school students. The analytical sample comprises 1,835 sixth- to eighth-grade students who were initially recruited from three California middle schools and surveyed in the fall and spring semesters of 2 academic years. Students reported on their background characteristics, past-month alcohol use, and perceived popularity. Additionally, students provided school-based friendship nominations, which were used to calculate peer-nominated popularity. A cross-lagged regression approach within a structural equation modeling framework was used to examine the longitudinal relationship between popularity (self-rated and peer-nominated) and alcohol use. There was a statistically significant (p = .024) association between peer-nominated popularity and the probability of alcohol consumption at the subsequent survey, but not vice versa. Our results suggest that in a scenario where 8% of students are past-month drinkers, each increase of five friendship nominations is associated with a 30% greater risk of being a current drinker at the next wave. We found no evidence of longitudinal associations between past-month alcohol consumption and self-rated popularity. Popularity is a risk factor for drinking during the middle school years, with peer-nominated popularity being more predictive of use than self-perceptions of popularity. To inform alcohol prevention efforts for middle school students, additional research is needed to better understand why adolescents with a larger number of school-based friendship ties are more inclined to drink. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

New York State Middle Schools and Instructional Scheduling, Teaming and Common Planning: A Descriptive Study

Science.gov (United States)

Corey, Chad; Babo, Gerard

2016-01-01

Data regarding the type of instructional scheduling utilized along with the use of teaming and common planning at the middle school level has not been collected nor reported on the New York State School Report Card, and therefore it is not known whether and how middle schools are implementing these three school supports. Consequently, the purpose…

Cyberbullying perpetration and victimization among middle-school students.

Science.gov (United States)

Rice, Eric; Petering, Robin; Rhoades, Harmony; Winetrobe, Hailey; Goldbach, Jeremy; Plant, Aaron; Montoya, Jorge; Kordic, Timothy

2015-03-01

We examined correlations between gender, race, sexual identity, and technology use, and patterns of cyberbullying experiences and behaviors among middle-school students. We collected a probability sample of 1285 students alongside the 2012 Youth Risk Behavior Survey in Los Angeles Unified School District middle schools. We used logistic regressions to assess the correlates of being a cyberbully perpetrator, victim, and perpetrator-victim (i.e., bidirectional cyberbullying behavior). In this sample, 6.6% reported being a cyberbully victim, 5.0% reported being a perpetrator, and 4.3% reported being a perpetrator-victim. Cyberbullying behavior frequently occurred on Facebook or via text messaging. Cyberbully perpetrators, victims, and perpetrators-victims all were more likely to report using the Internet for at least 3 hours per day. Sexual-minority students and students who texted at least 50 times per day were more likely to report cyberbullying victimization. Girls were more likely to report being perpetrators-victims. Cyberbullying interventions should account for gender and sexual identity, as well as the possible benefits of educational interventions for intensive Internet users and frequent texters.

Cyberbullying Perpetration and Victimization Among Middle-School Students

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Rice, Eric; Rhoades, Harmony; Winetrobe, Hailey; Goldbach, Jeremy; Plant, Aaron; Montoya, Jorge; Kordic, Timothy

2015-01-01

Objectives. We examined correlations between gender, race, sexual identity, and technology use, and patterns of cyberbullying experiences and behaviors among middle-school students. Methods. We collected a probability sample of 1285 students alongside the 2012 Youth Risk Behavior Survey in Los Angeles Unified School District middle schools. We used logistic regressions to assess the correlates of being a cyberbully perpetrator, victim, and perpetrator–victim (i.e., bidirectional cyberbullying behavior). Results. In this sample, 6.6% reported being a cyberbully victim, 5.0% reported being a perpetrator, and 4.3% reported being a perpetrator–victim. Cyberbullying behavior frequently occurred on Facebook or via text messaging. Cyberbully perpetrators, victims, and perpetrators–victims all were more likely to report using the Internet for at least 3 hours per day. Sexual-minority students and students who texted at least 50 times per day were more likely to report cyberbullying victimization. Girls were more likely to report being perpetrators–victims. Conclusions. Cyberbullying interventions should account for gender and sexual identity, as well as the possible benefits of educational interventions for intensive Internet users and frequent texters. PMID:25602905

Targets and Witnesses: Middle School Students' Sexual Harassment Experiences

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Lichty, Lauren F.; Campbell, Rebecca

2012-01-01

School-based peer-to-peer sexual harassment (SH) emerged as an issue of concern in the early 1990s. As a developing field, this literature has several notable gaps. The current study extends previous research by, (a) exploring the understudied experiences of middle school students, (b) assessing students' experiences witnessing SH, and (c)…

Learner Factors in a High-Poverty Urban Middle School

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Olivares-Cuhat, Gabriela

2011-01-01

The purpose of this pilot study is to gain more insight into learner factors prominent in high-poverty urban schools and to suggest pedagogical approaches appropriate to this environment. To this end, three surveys were administered to students attending a high-poverty, urban middle school in order to measure their learning style preferences,…

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

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Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

What about Journalism in the Middle School?

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Ayres-Salamon, Marilyn

1997-01-01

Shares results of a study showing that even in grade 8, "journalism kids do better." Surveys 225 parents about positive aspects of middle school journalism--results show that students improved in critical thinking, writing ability, ethical sense, leadership skills, and working with others. Finds negatives in the small number of students…

Education-Career Planning and Middle School Counselors

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Trusty, Jerry; Spenser, Niles; JoLynn, Camey V.

2005-01-01

In this article, the authors emphasize a comprehensive and developmental view of education career planning, with special emphasis on middle schools. Research findings that underscore the need for effective education-career planning are presented, followed by the variables and data that are salient for planning. The article includes a framework for…

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids.

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Peterson, Candida C

2004-09-01

In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.

Moving Beyond GDP: Cost Effectiveness of Cochlear Implantation and Deaf Education in Latin America.

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Emmett, Susan D; Tucci, Debara L; Bento, Ricardo F; Garcia, Juan M; Juman, Solaiman; Chiossone-Kerdel, Juan A; Liu, Ta J; de Muñoz, Patricia Castellanos; Ullauri, Alejandra; Letort, Jose J; Mansilla, Teresita; Urquijo, Diana P; Aparicio, Maria L; Gong, Wenfeng; Francis, Howard W; Saunders, James E

2016-09-01

Cochlear implantation (CI) and deaf education are cost effective management strategies of childhood profound sensorineural hearing loss in Latin America. CI has been widely established as cost effective in North America and Europe and is considered standard of care in those regions, yet cost effectiveness in other economic environments has not been explored. With 80% of the global hearing loss burden existing in low- and middle-income countries, developing cost effective management strategies in these settings is essential. This analysis represents the continuation of a global assessment of CI and deaf education cost effectiveness. Brazil, Colombia, Ecuador, Guatemala, Paraguay, Trinidad and Tobago, and Venezuela participated in the study. A Disability Adjusted Life Years model was applied with 3% discounting and 10-year length of analysis. Experts from each country supplied cost estimates from known costs and published data. Sensitivity analysis was performed to evaluate the effect of device cost, professional salaries, annual number of implants, and probability of device failure. Cost effectiveness was determined using the World Health Organization standard of cost effectiveness ratio/gross domestic product per capita (CER/GDP)GDP 0.07-0.93). CI was cost effective in all countries (CER/GDP 0.69-2.96), with borderline cost effectiveness in the Guatemalan sensitivity analysis (Max CER/GDP 3.21). Both cochlear implantation and deaf education are widely cost effective in Latin America. In the lower-middle income economy of Guatemala, implant cost may have a larger impact. GDP is less influential in the middle- and high-income economies included in this study.

Transactional Relationships between Latinos' Friendship Quality and Academic Achievement during the Transition to Middle School

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Sebanc, Anne M.; Guimond, Amy B.; Lutgen, Jeff

2016-01-01

This study investigates whether friendship quality, academic achievement, and mastery goal orientation predict each other across the transition to middle school. Participants were 146 Latino students (75 girls) followed from the end of elementary school through the first year of middle school. Measures included positive and negative friendship…

Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

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Christina A. Russell

2006-09-01

Full Text Available The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC looks at how after-school opportunities with varying features affect urban middle-grades (6-8 adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

Co-Occurring Cyberbullying and School Bullying Victimization and Associations With Mental Health Problems Among Canadian Middle and High School Students.

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Sampasa-Kanyinga, Hugues

2017-08-01

This study examined the associations between co-occurring cyberbullying and school bullying victimization with poor self-rated mental health, psychological distress, and suicidal ideation and attempts among 4,886 Canadian students in Grades 7-12 and tested whether these associations differed between middle and high school students. There are 12.2% of students who were victims of both cyberbullying and school bullying. After adjusting for covariates, victims of both cyberbullying and school bullying presented the highest odds of poor self-rated mental health (odds ratio [OR] = 5.02; 95% CI [3.75, 6.74]), psychological distress (OR = 5.91; 95% CI [4.38, 7.96]), and suicidal ideation (OR = 6.17; 95% CI [4.44, 8.56]) and attempts (OR = 7.68; 95% CI [3.95, 14.93]). These associations were stronger among middle-school youth than their high school counterparts. Results suggest that victims of both cyberbullying and school bullying may constitute the most vulnerable group and that there is a need for intervention programs addressing both forms of bullying simultaneously, particularly among middle school students.

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

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Davis, Keith M.; Lambie, Glenn W.

2005-01-01

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students' and families' developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support…

Powerful versus Popular: Definition and Distinction of Social Vocabulary in the Middle School

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Burwell, Julie; Stone, Robert

2012-01-01

Two middle school teachers consider the function of the word popular in middle school life and illustrate that the lesser used term powerful is often more applicable. They offer an alternative vocabulary for social standing and examine the factors that can influence that standing. By discussing the manifold ways that the social life of students…

Personal Professional Development Efforts Scale for Middle School Mathematics Teachers: An Adaptation Study

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Balbag, M. Zafer; Yenilmez, Kürsat; Turgut, Melih

2017-01-01

This study aimed at adapting the personal professional development efforts scale developed for science and technology teachers to be applied for middle school mathematics teachers. For this purpose, first of all, the items of the original scale were adjusted for the middle school mathematics teachers by a team of experts. Data obtained by the new…

Youth as Design Partners: Age-Appropriate Websites for Middle and High School Students

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Chow, Anthony S.; Smith, Kathelene McCarty; Sun, Katherine

2012-01-01

This study explored the impact of using best practices identified in previous studies in designing age-appropriate websites for middle and high school youth. Utilizing a mixed-method approach, 31 middle and 22 high school youth took part in six focus groups across four states. Participants were introduced to a website specifically designed for…

Identifying Factors in Successful Transformations from Junior High to Middle School: A Multi-Case Study Analysis

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Shapiro, Michael N.

2016-01-01

This dissertation investigated the reasons that school districts chose to change the structure of their middle grades learning environments from the traditional junior high school to the newer middle school model. The study answers the following research questions: According to the perceptions of teachers, school and district administrators, and…

Design and implementation of a software for teaching health related topics to deaf students: the first experience in iran.

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Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz

2015-04-01

Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student's families to education and promotion the health of deaf students for learn effectively.

Aggressors, Victims and Bystanders: Preventing Bullying in the Middle School Environment

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Rosemary V. Barnett

2009-06-01

Full Text Available The research presented in this article examines the effects of implementing a prevention program for bullying and aggressive behaviors to sixth graders in 14 Florida middle schools. The evaluation was conducted as a control/experimental design. The primary goals of this manuscript are to determine: (a the change from baseline student habits of thought related to violence prevention, (b student habits of thought related to attitudes and physical behaviors related to violence, and (c teacher perceptions of student attitudes and behaviors related to violence. Equally important, this study adds to our understanding of bullying prevention programs by examining the impact of an Aggressors,’ Victims’ and Bystanders’ program in terms of three dimensions: (1 teacher perceptions of student thoughts and behaviors related to their ability to solve conflict, (2 middle school student habits of thought about violence prevention, and (3 middle school student attitudes about behaviors associated with the prevention of violence, including aggressor behaviors and actions and bystander behaviors and actions.

Teachers' Perception of African American Middle School Girls' Interest in Mathematics and Science

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Best, Bonnie M.

Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller's relational-cultural theory were used to guide this study. Research questions focused on the perceptions and experiences of teachers' lived experiences teaching mathematics and science to African American middle school females. Criterion, purposive, and maximum variation sampling techniques were used to recruit 10 teachers who have 3 or more years' experience teaching African American middle school girls. Semistructured face-to-face interviews were the primary data collection source. First cycle and second cycle coding methods were used to support the analysis of this study. Findings suggest that there is a connection between a positive student-teacher relationship and academic success. The results of this study contribute to positive social change by providing empirical evidence policymakers and teachers can use to improve the mathematics and science instruction and practices that are needed to meet the needs of African American middle school females and reduce the underrepresentation and underachievement of African American females in mathematics and science.

Science Education at Riverside Middle School A Case Study

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Smiley, Bettie Ann Pickens

For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and

Itinerant deaf educator and general educator perceptions of the D/HH push-in model.

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Rabinsky, Rebecca J

2013-01-01

A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which was concerned with teachers' perceptions of the model in general and with the model's advantages, disadvantages, and effectiveness. Data collected from observations, one-to-one interviews, and a focus group interview enabled the investigator to uncover 4 themes: Participants (a) had an overall positive experience, (b) viewed general education immersion as an advantage, (c) considered high noise levels a disadvantage, and (d) believed the effectiveness of the push-in model was dependent on several factors, in particular, the needs of the student and the nature of the general education classroom environment.

A Naturalistic Inquiry into the Attitudes toward Mathematics and Mathematics Self-Efficacy Beliefs of Middle School Students

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Stramel, Janet K.

2010-01-01

While there has been much quantitative research done in the area of attitudes and self-efficacy beliefs, this study sought hear the voices of the middle school child. Therefore, this qualitative study investigated the attitudes toward mathematics and mathematics self-efficacy beliefs of middle school students in one middle school in western…

Instructinoal Leadership Role and Responsibilities of Middle School Assistant Principals in Virginia

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Rogers, Kipp D.

2009-01-01

The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amoun...

Leaders and Leadership in Middle Level Schools.

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Petzko, Vicki N.; Clark, Donald C.; Valentine, Jerry W.; Hackmann, Donald G.; Nori, John R.; Lucas, Stephen E.

2002-01-01

Principals of all 14,107 middle-level schools in the U.S. were invited to participate in the year 2000 online survey. More than 1,400 responded. Responses are compared with previous studies conducted in 1965; 1980, and 1992. Discusses the implications and recommendations for recruiting, initial training, and continuing professional development of…

Caring Relationships: Perspectives from Middle School Students.

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Alder, Nora I.; Moulton, Margaret R.

1998-01-01

A year-long interpretive study, framed by the theory of symbolic interactionism, examined the meanings of care to middle school students. Five themes emerged: care as control, equality, forgiveness, concern, and good teaching. Findings indicated not only some agreement between students and teachers on meanings and symbolic acts of care, but also…

Alternative Middle School Models: An Exploratory Study

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Duffield, Stacy Kay

2018-01-01

A Midwestern state allocated grant funding to encourage more accessible alternative programming at the middle level. Seventeen schools were approved for this grant and used the funds to supplement the operation of a new or existing program. This study provides policymakers and educators with an overview of the various types of alternative middle…

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

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Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

Making public mental-health services accessible to deaf consumers: Illinois Deaf Services 2000.

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Munro-Ludders, Bruce; Simpatico, Thomas; Zvetina, Daria

2004-01-01

Illinois Deaf Services 2000 (IDS2000), a public/private partnership, promotes the creation and implementation of strategies to develop and increase access to mental health services for deaf, hard of hearing, late-deafened, and deaf-blind consumers. IDS2000 has resulted in the establishment of service accessibility standards, a technical support and adherence monitoring system, and the beginnings of a statewide telepsychiatry service. These system modifications have resulted in increase by 60% from baseline survey data in the number of deaf, hard of hearing, late-deafened, and deaf-blind consumers identified in community mental-health agencies in Illinois. Depending on the situation of deaf services staff and infrastructure, much of IDS2000 could be replicated in other states in a mostly budget-neutral manner.

Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

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Pagliaro, Claudia M; Kritzer, Karen L

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

Brain activation during phonological and semantic processing of Chinese characters in deaf signers

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Yanyan eLi

2014-04-01

Full Text Available Previous studies found altered brain function in deaf individuals reading alphabetic orthographies. However, it is not known whether similar alterations of brain function are characteristic of non-alphabetic writing systems and whether alterations are specific to certain kinds of lexical tasks. Here we examined differences in brain activation between Chinese congenitally deaf individuals (CD and hearing controls (HC during character reading tasks requiring phonological and semantic judgments. For both tasks, we found that CD showed less activation than HC in left inferior frontal gyrus, but greater activation in several right hemisphere regions including inferior frontal gyrus, angular gyrus and inferior temporal gyrus. Although many group differences were similar across tasks, greater activation in right middle frontal gyrus was more pronounced for the rhyming compared to the meaning task. Finally, within the deaf individuals better performance on the rhyming task was associated with less activation in right inferior parietal lobule and angular gyrus. Our results in Chinese CD are broadly consistent with previous studies in alphabetic languages suggesting greater engagement of inferior frontal gyrus and inferior parietal cortex for reading that is largely independent of task, with the exception of right middle frontal gyrus for phonological processing. The brain behavior correlations potentially indicate that CD that more efficiently use the right hemisphere are better readers.

Assessing Climate Misconceptions of Middle School Learners and Teachers

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Sahagian, D. L.; Anastasio, D. J.; Bodzin, A.; Cirucci, L.; Bressler, D.; Dempsey, C.; Peffer, T.

2012-12-01

Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1

The Deaf Acculturation Scale (DAS): Development and Validation of a 58-Item Measure

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Maxwell-McCaw, Deborah; Zea, Maria Cecilia

2011-01-01

This study involved the development and validation of the Deaf Acculturation Scale (DAS), a new measure of cultural identity for Deaf and hard-of-hearing (hh) populations. Data for this study were collected online and involved a nation-wide sample of 3,070 deaf/hh individuals. Results indicated strong internal reliabilities for all the subscales, and construct validity was established by demonstrating that the DAS could discriminate groups based on parental hearing status, school background, and use of self-labels. Construct validity was further demonstrated through factorial analyses, and findings resulted in a final 58-item measure. Directions for future research are discussed. PMID:21263041

Cooking for Independence: Middle School Students Gain Skills While Cooking

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Mixon, Gloria

2011-01-01

Middle school students with intellectual disabilities often have difficulties achieving independence with instrumental activities of daily living (IADLs); therefore, these skills must be taught in school. IADLs are a complex component of skills that require a higher level of cognitive reasoning such as community mobility, shopping, meal…

The Influence of Conflict Resolution Programs on Student Conduct Violations in Middle Schools with a School Uniform Policy

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Breitenbach, Edward C.

2010-01-01

School safety is a very important issue for school staff, parents, and students. When school safety is lacking, students suffer in emotional, academic, and social areas. One recent intervention middle schools are examining is the student uniform policy. In some cases, school uniforms have been shown to have a profound effect on school safety,…

Voice Range Profiles of Middle School and High School Choral Directors

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Schwartz, Sandra M.

2009-01-01

Vocal demands of teaching are significant, and this challenge is compounded for choral directors who depend on the voice for communicating information or demonstrating music concepts. The purpose of this study is to examine the frequency and intensity of middle and high school choral directors' voices and to compare choral directors' voices with…

PERSONAL IDENTITY IN DEAF ADOLESCENTS

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Joanna KOSSEWSKA

2008-06-01

Full Text Available The purpose of this study was to investigate the factors influencing the identity deaf adolescents. The study involved 67 deaf adolescents (38 boys and 29 girls aged 16 to 19 students of secondary school. Ninety-three hearing children constituted a comparison group. The structure of identity was explored on the basis of identification references given by the subjects who were to reply in writing, 20 times running, to the question: „Who Am I?” the test, adapted from M. H. Kuhn and T. S. McPartland by Martines and Silvestre (1995 given in written and signed mode.Results showed that the hearing status as well as mode of communication influence the description of personal identity. It was found that deaf adoles­cents used more descriptions especially in the fol­lowing categories: Civil Status, Body and Physical Appearance, Tastes and Activities, Friendship and Relationships, Personal and Social Situation, Negative Personal Traits, and Neutral Personality Traits. Although this study could demonstrate im­pact independent variables on identity, the data raise the need for further, preferably longitudinal, research. This complex phenomenon has to be examined more closely.Combined self-descriptive processes lead to the development of an organized, learned and dynamic identity, and subjective description of an individ­ual has strong emotional consequences for the in­dividual in question.

A True Middle School Physical Education Program

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Tenoschok, Mike

2016-01-01

The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

DASH - Youth Risk Behavior Surveillance System (YRBSS): Middle School

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U.S. Department of Health & Human Services — 1991-2015. Middle School Dataset. The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of priority health behaviors among youth and young...

"Life Skills": A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School

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Flennaugh, Terry

2017-01-01

The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to…

Which behavioral, emotional and school problems in middle-childhood predict early sexual behavior?

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Parkes, Alison; Waylen, Andrea; Sayal, Kapil; Heron, Jon; Henderson, Marion; Wight, Daniel; Macleod, John

2014-04-01

Mental health and school adjustment problems are thought to distinguish early sexual behavior from normative timing (16-18 years), but little is known about how early sexual behavior originates from these problems in middle-childhood. Existing studies do not allow for co-occurring problems, differences in onset and persistence, and there is no information on middle-childhood school adjustment in relationship to early sexual activity. This study examined associations between several middle-childhood problems and early sexual behavior, using a subsample (N = 4,739, 53 % female, 98 % white, mean age 15 years 6 months) from a birth cohort study, the Avon Longitudinal Study of Parents and Children. Adolescents provided information at age 15 on early sexual behavior (oral sex and/or intercourse) and sexual risk-taking, and at age 13 on prior risk involvement (sexual behavior, antisocial behavior and substance use). Information on hyperactivity/inattention, conduct problems, depressive symptoms, peer relationship problems, school dislike and school performance was collected in middle-childhood at Time 1 (6-8 years) and Time 2 (10-11 years). In agreement with previous research, conduct problems predicted early sexual behavior, although this was found only for persistent early problems. In addition, Time 2 school dislike predicted early sexual behavior, while peer relationship problems were protective. Persistent early school dislike further characterized higher-risk groups (early sexual behavior preceded by age 13 risk, or accompanied by higher sexual risk-taking). The study establishes middle-childhood school dislike as a novel risk factor for early sexual behavior and higher-risk groups, and the importance of persistent conduct problems. Implications for the identification of children at risk and targeted intervention are discussed, as well as suggestions for further research.

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

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Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

Building of Environmental Literacy among Middle School Students: The Role of In-School, Out of School, and Psychological Factors

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Stevenson, Kathryn Tate

Solving environmental challenges will require an environmentally literate citizenry, equipped with ecological knowledge, pro-environmental attitudes, problem-solving skills, and motivation toward environmentally responsible behaviors. This dissertation addresses three approaches to building environmental literacy (EL) among middle school students: through schools (Chapter 1), through activities outside of school (Chapter 2), and through understanding psychological factors that affect environmental perceptions (Chapter 3). Chapter 1. This study examined school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student demographics, and school attributes. Our sample included an EE group selected from schools with registered schoolwide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that though school-wide EE programs may vary in effectiveness, the use of published EE curricula paired with time outdoors represents a promising strategy. Further, investments in both new and veteran teachers to build and maintain enthusiasm for EE may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially

Incorporating Primary Scientific Literature in Middle and High School Education

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Sarah C. Fankhauser

2015-11-01

Full Text Available Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

Incorporating Primary Scientific Literature in Middle and High School Education.

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Fankhauser, Sarah C; Lijek, Rebeccah S

2016-03-01

Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI) was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public.

LATENT STRUCTURE OF MOTOR ABILITIES AND SKILLS OF DEAF CHILDREN

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Husnija Hasanbegović

2012-04-01

Full Text Available In this work surveys of latent motility abilities and skills of school children are shown. The sample for this survey was consisted of two subsamples. First one has consisted of deaf children N=29, and the second one has consisted hearing children of same age N=69. Subsamples of deaf is chosen according to model of applied sample, and subsample is chosen randomly, so two stages group sample N=90 has been created. After quantitative differences have been discovered between subsamples, hearing pupils have shown statistically better results at motility skills and techniques than deaf children and cumulative results have been subjected to inter correlation of variables. The target of using this method was determination of saturation of common variability through saturation of variables and their correlation by Ortoblique rotation for determination of latent information that are going to serve as practical guides at education and deaf children treatment, because of improvement of their motility abilities and skills according to hearing children. Three factors have been singled out as main preview of measurement on manifest variables. According to first review of measuring it has been established that at deaf children is needed to work on improving of physical abilities and mobility and then developed motility abilities and skills. Their information has been gained most probably by non system fluctuations as information about ability of balance maintaining which is most probably non dependable of motility abilities and skills as at deaf and hearing children too. According to this survey by entering the structure of measuring instrument it is possible to create programs for improving motility abilities and skills at deaf children.

Self-concept and ego development in deaf adolescents: a comparative study.

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van Gent, Tiejo; Goedhart, Arnold W; Knoors, Harry E T; Westenberg, P Michiel; Treffers, Philip D A

2012-01-01

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.

The Relationship of Practice, Attitude, and Perception of Competence in Middle School Physical Education

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Scrabis-Fletcher, Kristin; Rasmussen, Jennifer; Silverman, Stephen

2016-01-01

Purpose: Grounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education. Method: Participants (N = 81) were randomly selected from nine teachers' classes. Two lessons were videotaped and students completed a middle school perception of…

[Study on relationship between outdoor activities and self-reported myopia among middle school students].

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Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

2017-09-06

Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, Pmiddle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs were separately 0.67 (95 %CI: 0.57-0.78) for physical exercise and 0.77 (95 %CI: 0.64-0.92) for recreational activities. After stratified analysis by the parents' myopia status, in non-myopic parents group, exercise and recreational activities after school among middle school students decreased the risk of myopia: the ORs were separately 0.68 (95 %CI: 0.55-0.82) for physical exercise and 0.76 (95 %CI: 0.61-0.95) for recreational activities; in either myopic parent

Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

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Crosley, Haver

This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

Turning around Maple Shade Middle School: A Principal's Initial Reform Efforts

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Salmonowicz, Michael J.; Levy, Melissa K.

2009-01-01

This case was written for use in courses dealing with school administration, specifically those related to organizational change, school improvement/turnaround, and the principalship. It explores a veteran principal's first year as a "turnaround specialist" in a low-performing middle school, where she works with a sense of urgency to achieve an…

Investigation and Analysis on Psychological Health Situation for Middle and Primary School Students in Xianning City

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Hong Yanping

2015-01-01

Full Text Available This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%. The psychological health situations have much difference in sex (t = -4. 624, P<0. 001, and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01.There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001, and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

Middle School Girls' Envisioned Future in Computing

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Friend, Michelle

2015-01-01

Experience is necessary but not sufficient to cause girls to envision a future career in computing. This study investigated the experiences and attitudes of girls who had taken three years of mandatory computer science classes in an all-girls setting in middle school, measured at the end of eighth grade. The one third of participants who were open…

Effectiveness of Basic Life Support Training for Middle School Students.

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Aloush, Sami; Tubaishat, Ahmad; ALBashtawy, Mohammed; Suliman, Mohammad; Alrimawi, Intima; Al Sabah, Ashraf; Banikhaled, Yousef

2018-01-01

Bystander cardiopulmonary resuscitation improves survival after out-of-hospital cardiac arrest. This study aimed to assess the effectiveness of a basic life support (BLS) educational course given to 110 middle school children, using a pretest posttest design. In the pretest, students were asked to demonstrate BLS on a manikin to simulate a real-life scenario. After the pretest, a BLS training course of two sessions was provided, followed by posttest on the same manikin. Students were assessed using an observational sheet based on the American Heart Association's BLS guidelines. In the pretest, students showed significant weakness in the majority of guidelines. In the posttest, they demonstrated significant improvement in their BLS skills. BLS training in the middle school was effective, considering the lack of previous skills. It is recommended that BLS education be compulsory in the school setting.

The Effect of Cooperative Learning on Middle School Math Students

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Remillard, Heather A.

2015-01-01

The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

The role of executive function in children's competent adjustment to middle school.

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Jacobson, Lisa A; Williford, Amanda P; Pianta, Robert C

2011-01-01

Executive function (EF) skills play an important role in children's cognitive and social functioning. These skills develop throughout childhood, concurrently with a number of developmental transitions and challenges. One of these challenges is the transition from elementary into middle-level schools, which has the potential to significantly disrupt children's academic and social trajectories. However, little is known about the role of EF in children's adjustment during this transition. This study investigated the relation between children's EF skills, assessed both before and during elementary school, and sixth grade academic and social competence. In addition, the influences of the type of school setting attended in sixth grade on children's academic and behavioral outcomes were examined. EF assessed prior to and during elementary school significantly predicted sixth grade competence, as rated by teachers and parents, in both academic and social domains, after controlling for background characteristics. The interactions between type of school setting and EF skills were significant: Parents tended to report more behavioral problems and less regulatory control in children with weaker EF skills who were attending middle school. In contrast, teachers reported greater academic and behavioral difficulty in students with poorer EF attending elementary school settings. In conclusion, children's performance-based EF skills significantly affect adjustment to the academic and behavioral demands of sixth grade, with parent report suggesting greater difficulty for children with poorer EF in settings where children are provided with less external supports (e.g., middle school).

Conventional School and Curriculum Is Not for Everyone: Guidelines for Middle School Administrators and Teachers.

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Cunningham, Valerie G.; Karr-Kidwell, PJ

This paper provides an extensive literature review on how society, families, and schools are entwined in a student's educational development and how these interactions influence the student's opinion of the value of education. It provides middle-school administrators and teachers a working guide for an educational environment that addresses the…

Interdisciplinary Team Teaching versus Departmentalization in Middle Schools.

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Alspaugh, John W.; Harting, Roger D.

1998-01-01

Studied the effects of interdisciplinary teaming versus departmentalization on student achievement in middle schools. Found no significant differences for reading, math, science, and social studies achievement. Results suggest that team teaching merits further investigation as a potential strategy for mediating the student achievement loss…

New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative

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Lamey, Jack Harley, Sr.

2017-01-01

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following…