WorldWideScience

Sample records for included middle school

  1. Including an Autistic Middle School Child in General Physical Education: A Case Study

    Science.gov (United States)

    Jones, Kristen J.; Block, Martin E.

    2006-01-01

    Autism is a brain disorder that affects a person's social, communication, and behavioral skills. Social deficits are noted by the child's lack of interest or inability to interact with peers and family members. This article highlights some of the successful methods and techniques used to include an autistic middle school child in a general…

  2. Rescuing Middle School Astronomy

    Science.gov (United States)

    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.

  3. Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

    Science.gov (United States)

    Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

    2015-01-01

    As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

  4. Graduating to Middle School.

    Science.gov (United States)

    Arnold, John

    1993-01-01

    Former middle-school principal's graduation speech to fifth graders and their parents focuses on three areas: students and psychological and physiological changes they will experience; what to expect in middle school (teamwork and advisee-group activities); and secrets for success and happiness. Students and parents are advised to concentrate on…

  5. Utopia Middle School

    Science.gov (United States)

    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…

  6. Middle Start Snapshots: Improving Middle-Grades Schools

    Science.gov (United States)

    Academy for Educational Development, 2005

    2005-01-01

    This publication describes the school-improvement process in three schools participating in Middle Start, a comprehensive school-improvement program for schools with middle grades. Middle Start services, grounded in the Middle Start Principles and Practices, are tailored to a school's specific needs. The schools profiled are Bendle Middle School…

  7. Middle School Science Notes.

    Science.gov (United States)

    School Science Review, 1984

    1984-01-01

    Presents (1) suggestions on teaching volume and density in the elementary school; (2) ideas for teaching about floating and sinking; (3) a simple computer program on color addition; and (4) an illustration of Newton's second law of motion. (JN)

  8. Middle School Pupils Write Haiku.

    Science.gov (United States)

    Ediger, Marlow

    Pupils in the middle school can be motivated to enjoy and write haiku poetry. A student teacher taught two lessons to a sixth grade class in haiku writing. First, the student teacher read three haikus aloud to students. After discovering the characteristics of a haiku from two models, the class as a whole wrote a haiku based on slides from their…

  9. Rhodes Middle School, Philadelphia

    Science.gov (United States)

    Hoffman, Jacob; Stranik, Edward

    1976-01-01

    All the people at Rhodes are optimistic that the humanistic approach of the house concept organization can offer students in large inner city schools the sense of family needed before any educational program can work. (For availability, see EA 507 405.) (Author/IRT)

  10. Teaching Organizational Skills in Middle School

    Science.gov (United States)

    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…

  11. Middle School Science Notes.

    Science.gov (United States)

    School Science Review, 1980

    1980-01-01

    Outlines a variety of laboratory procedures, discussions, and demonstrations including Brownian motion, a synchronous motor, jet engine, atmospheric pressure vortex ring machines, solid chemical dispensing, testing household detergents, wallchart storage, pollution by industrial chemicals, an optical illusion, and buoyancy. (GS)

  12. The Middle School Concept: "An Albatross?"

    Science.gov (United States)

    Gibson, John T.

    1978-01-01

    Differences are shown between the structure and educational philosophy of the middle school and the traditional junior high school. Characteristics of school organization which are sensitive to the needs of preadolescent youth are described. (JD)

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

    Science.gov (United States)

    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)…

  14. Integrating African American Fiction into the Middle School Curriculum.

    Science.gov (United States)

    Bacharach, Nancy; Miller, Terry

    1996-01-01

    Examines the psychosocial development of middle school readers and suggests ways to use fiction with admirable African American characters to help develop cultural awareness and sensitivity during the middle school years. Covers mystery or problem-solving units, historical and survival units, and friends and family relationships units. Includes a…

  15. Using the Comer Process To Create a Successful Middle School.

    Science.gov (United States)

    Malloy, William; Rayle, Joseph

    2000-01-01

    Presents a case study showing how one middle school in decline used the Comer school development program of integrative partnership to restructure education and support services to improve the school's performance. Describes how the school enacted the three-team approach of the Comer model, including governance, student support services, and…

  16. Elementary and middle school science improvement project

    Science.gov (United States)

    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.

  17. 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…

  18. Middle School Program and Participatory Planning Drive School Design.

    Science.gov (United States)

    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.…

  19. Private Middle School Parents' Perspectives Regarding School-Located Immunization Programs (SLIPs)

    Science.gov (United States)

    Venkatesh, Sheila R.; Acosta, Amy B.; Middleman, Amy B.

    2013-01-01

    The perspectives of parents of private middle school students regarding the use of school-located immunization programs (SLIPs) are unknown. Parents of private middle school students in a large, urban setting were surveyed "N" = 1,210) regarding their willingness to use SLIPs. Analyses included frequencies and chi-square analyses. Data…

  20. The Growing Need for Middle School Evaluation.

    Science.gov (United States)

    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…

  1. 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…

  2. 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…

  3. Oak Park Middle School and General Electric.

    Science.gov (United States)

    Buckley, Anita

    1987-01-01

    Describes a partnership between Oak Park Middle School in Decatur, Alabama, and the General Electric Company that features the use of the quality circle approach. Not only were teachers, administrators, and parents organized into school quality circles, but students also formed quality circles to solve problems at the school. (CH)

  4. Finding a Safe Haven in Middle School.

    Science.gov (United States)

    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…

  5. Including Children Dependent on Ventilators in School.

    Science.gov (United States)

    Levine, Jack M.

    1996-01-01

    Guidelines for including ventilator-dependent children in school are offered, based on experience with six such students at a New York State school. Guidelines stress adherence to the medical management plan, the school-family partnership, roles of the social worker and psychologist, orientation, transportation, classroom issues, and steps toward…

  6. Elementary School and Middle School Principals' Theories of Action in Two Rural School Districts

    Science.gov (United States)

    Lisy-Macan, Lynn

    2012-01-01

    This dissertation was designed to answer the following question. What are elementary and middle school principals' theories of action in two rural school districts? Sub-questions included the superintendent-principal relationship and its influence on the principal's theories of action and the extent to which rural context impacts…

  7. 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…

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

    Science.gov (United States)

    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…

  9. Exploring the influence of middle school leaders on middle school girls' interest in high school science course enrollment

    Science.gov (United States)

    Kijanka, Lori

    The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.

  10. Median Middle School: Striving to Rise above Average

    Science.gov (United States)

    Moon, Jodi Saxton

    2016-01-01

    This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the…

  11. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    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…

  12. Chronic fatigue syndrome in Chinese middle-school students.

    Science.gov (United States)

    Shi, Jieyao; Shen, Jie; Xie, Jian; Zhi, Jianming; Xu, Yong

    2018-01-01

    The objective of the present study was to determine the prevalence of chronic fatigue syndrome (CFS) and its associated factors in middle-school students in Suzhou, China. From September 2010 to January 2011, across-sectional study was conducted in junior- and senior middle-school students aged 10 to 18 years using a battery of confidential questionnaires. Our results indicate that 18,139 completed the questionnaires effectively, of whom 163 (0.9%) met the definition of CFS, with senior high-school students and male students predominating. The prevalence of CFS in the middle-school students increased steadily with age. The main symptoms of CFS in these students included being afraid of going to school, despondency, and irritability in addition to those specified in the Centers for Disease Control and Prevention (CDC). Our study shows that CFS is prevalent among Chinese teenagers, and requiring proper intervention and treatment.

  13. 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.

  14. Improving Urban Middle Schools: Lessons from the Nativity Schools

    Science.gov (United States)

    Fenzel, L. Mickey

    2009-01-01

    Nativity schools--there are over forty in urban areas throughout the United States--provide an important alternative to urban middle schools failing to provide their students with an adequate education. Nativity schools, which are privately funded, provide a year-round educational experience for at-risk urban children. They feature small classes,…

  15. 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…

  16. Early Predictors of Middle School Fraction Knowledge

    Science.gov (United States)

    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 proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning. PMID:24576209

  17. Finding Inspiration in Middle School General Music

    Science.gov (United States)

    McAnally, Elizabeth Ann

    2011-01-01

    Middle school general music programs can be vibrant, exciting places, where students are inspired to learn more about music and themselves. In this article, the author discusses how to work with rather than against adolescents' age-appropriate characteristics when planning "content", "process", "assessment", and "classroom environment". Then, she…

  18. A True Middle School Physical Education Program

    Science.gov (United States)

    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…

  19. Art Teaching: Elementary through Middle School

    Science.gov (United States)

    Szekely, George; Bucknam, Julie Alsip

    2011-01-01

    "Art Teaching" speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique…

  20. Collaborative Assessment: Middle School Case Study

    Science.gov (United States)

    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…

  1. Middle School Law Awareness Curriculum Guide, 1980.

    Science.gov (United States)

    Seminole County Board of Public Instruction, Sanford, FL.

    Materials, activities, and lesson plans for educating middle school students about the law and the legal system are presented. Materials for the sixth grade are contained in six sections: (1) Prehistoric Man; (2) Ancient Civilizations; (3) Ancient Greece; (4) Ancient Rome; (5) Medieval Civilizations; and (6) the Renaissance. Grade 7 has three…

  2. What about Journalism in the Middle School?

    Science.gov (United States)

    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…

  3. Exchanging Lives: Middle School Writers Online.

    Science.gov (United States)

    Christian, Scott

    This book, which began as a teacher research project, goes inside the Anne Frank Conference, an online literary exchange among middle school students, to examine how the conference experience has fundamentally changed who the students are as writers. The book provides background by discussing the implementation of the Bread Loaf Rural Teachers…

  4. 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…

  5. Early Predictors of Middle School Fraction Knowledge

    Science.gov (United States)

    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…

  6. Middle School Drinking: Who, Where, and when

    Science.gov (United States)

    Anderson, Kristen G.; Brown, Sandra A.

    2011-01-01

    The goal of this research was to describe the most common drinking situations for young adolescents (N = 1171; 46.6% girls), as well as determine predictors of their drinking in the seventh and eighth grades. Middle school students most frequently drank at parties with three to four teens, in their home or at a friend's home, and reported…

  7. Leaders and Leadership in Middle Level Schools.

    Science.gov (United States)

    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…

  8. Teaching Comprehension Skills in the Middle Schools.

    Science.gov (United States)

    Roehler, Laura R.

    This paper presents procedures and techniques for teaching comprehension skills to middle school students. Comprehension is described in terms of four skill areas: word meaning, structure, literal and inferential thinking, and critical reading. To help students think as they read, a strategy is proposed which involves a logical sequencing of all…

  9. Middle School Girls' Envisioned Future in Computing

    Science.gov (United States)

    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…

  10. Students Applying Middle School Math to School Finance.

    Science.gov (United States)

    Wilson, Patricia S.; Bacchus, Shareef

    2001-01-01

    Describes a middle school mathematics project that incorporated the adult mathematics concepts of school finance. Discusses the lesson plans; the goal of teaching students to make, use, and understand frequency tables; and teacher notes on the use of a relevant, complex problem context. (JPB)

  11. 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 self esteem (r = -.25, p happiness (r = -.21, p self esteem, decision-making skills, and happiness in middle school students is important to reduce aggression. Copyright © 2014. Published by Elsevier B.V.

  12. 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…

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

    Science.gov (United States)

    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…

  14. 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)

  15. Education-Career Planning and Middle School Counselors

    Science.gov (United States)

    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…

  16. Promoting Reading to Middle School Students: May the Booktalks Continue.

    Science.gov (United States)

    Stone, Betty W.

    2000-01-01

    Discusses booktalks as a method of promoting reading among middle school students and suggests titles in the areas of fantasies, mysteries, contemporary fiction, outdoor/adventure fiction, historical fiction, and humorous fiction. A Web site is given that includes complete bibliographic information and additional titles. (LRW)

  17. A Mixed-Methods Study of Middle School Advisory Programs: Staff Experiences, Perspectives, and Implementation in Three Suburban Middle Schools

    Science.gov (United States)

    O'Dowd, Madeleine Powers

    2013-01-01

    This mixed methods research study explored advisory programs in three middle schools located in Southeastern Pennsylvania. An advisory program is a fundamental component of an exemplary middle school yet there are often difficulties in implementing it successfully. Research indicates that a middle school advisory program cannot be successful if…

  18. 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…

  19. CYBERBULLY /CYBERVICTIM EXPERIENCES OF MIDDLE SCHOOL STUDENTS

    OpenAIRE

    ÖZER, Hasibe

    2014-01-01

    The prevalence of cyberbullying among teenagers even children has increased in recent years. While bullying defines like repeated and deliberate aggressive behaviours among people have imbalance of power, cyberbullying refers to bullying via electronic communication tools. Some researchers assert that teenagers who are living psychosocial maladjustment incline to be a cyberbully/ cybervictim. In this study, cyberbully/cybervictim behaviours of middle school students were investigated in rela...

  20. Early Predictors of Middle School Fraction Knowledge

    OpenAIRE

    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 proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first...

  1. The Effectiveness of Peer Mediation on Reducing Middle School Violence and Negative Behaviors

    Science.gov (United States)

    Cigainero, Lorraine

    2009-01-01

    The purpose of this study was to examine the impact of peer mediation on reducing violence and negative behaviors in middle school students. Negative behaviors included various ways students disrupt learning and included tardiness, absenteeism and truancy as well as classroom distractions of all forms. Three middle schools all in the same school…

  2. 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…

  3. Creating a School Context of Success: The Role of Enabling School Structure & Academic Optimism in an Urban Elementary & Middle School Setting

    Science.gov (United States)

    Mitchell, Roxanne M.; Mendiola, Brenda J.; Schumacker, Randall; Lowery, Xaviera

    2016-01-01

    Purpose: The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA). Design/methodology/approach: A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study.…

  4. Shifting Attendance Trajectories from Middle to High School: Influences of School Transitions and Changing School Contexts

    Science.gov (United States)

    Benner, Aprile D.; Wang, Yijie

    2014-01-01

    In the current study, we examine patterns of school attendance across middle and high school with a diverse sample of 8,908 students (48% female; 54% Latino, 31% White, 13% African American, 2% Asian American). Attendance declined from middle through high school, but this overall pattern masked important variations. In total, 44% of students…

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

    Science.gov (United States)

    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.

  6. 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…

  7. 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.

  8. 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.

  9. 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

    2010-08-01

    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 groups (nominators) that predicted antipathy for youths in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group's school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group's school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group's school grades, the more its members disliked groups whose members participated in sports. Copyright 2010 Elsevier Inc. All rights reserved.

  10. 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 (teens aged 13-18 years) on 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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  13. Controversial Books in the Middle School: Can They Make a Difference?

    Science.gov (United States)

    Whittingham, Jeff; Rickman, Wendy

    2007-01-01

    One of the basic principles of middle school education is trying to meet the needs of "all" young adolescents (National Middle School Association, 1995, 2003). Meeting those needs includes protection from and education about discrimination. Using juvenile and young adult literature containing homosexual themes and characters appears to be one…

  14. Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores

    Science.gov (United States)

    Goldstein, Donna; Alibrandi, Marsha

    2013-01-01

    This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student…

  15. Development of the Spatial Ability Test for Middle School Students

    Science.gov (United States)

    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.…

  16. Experiences and Perceptions of Middle School Handbell Participants

    Science.gov (United States)

    Rohwer, Debbie

    2015-01-01

    The purpose of the current study was to describe the process of music learning and the perceptions of members in a school-based middle school handbell setting. The participants were 39 students and one music teacher in a middle school in Texas. The design of the current study was a case study using observation and interview data. The results…

  17. Caring and Motivating Middle School Classrooms. Issue Brief

    Science.gov (United States)

    Strobel, Karen; Borsato, Graciela

    2012-01-01

    Since 2009, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has worked in partnership with the Redwood City School District (RCSD) to gain a deeper understanding of classroom practices that promote motivation and achievement in middle school. Each spring, all middle school students in the district complete a…

  18. 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…

  19. Alternative Education Programmes and Middle School Dropout in Honduras

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  1. 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…

  2. Middle School Students' Perceptions of the Learning Environment and Middle School Students' Reading Achievement

    Science.gov (United States)

    Monix, Demetria Dianna

    2012-01-01

    Research shows the effectiveness of encouraging safe and supportive learning environments for all students. Unfortunately, many of today's classrooms fail to positively implement these learning environments, especially within middle schools. The assumption for students struggling with reading has often been associated with low teacher…

  3. 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 <.001) and teachers (B = -1.41, p =.009), and their perceptions about overall school environment (B = -1.30, p =.009) were also lower than their healthy counterparts. Race showed no significant effects on school factors. Overall 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.

  4. 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.…

  5. Program Evaluation on the Implementation of a Middle School Concept in Private Christian Schools

    Science.gov (United States)

    Hall, James Chapman

    2015-01-01

    The purpose of this study was to determine the level of implementing a middle school concept in three private Christian schools using Daniel Stufflebeam's CIPP model of program evaluation. The National Middle School Survey was used to measure faculty and administrative perceptions of both the value and actual implementation of middle school…

  6. Development of a Multidisciplinary Middle School Mathematics Infusion Model

    Science.gov (United States)

    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…

  7. Learning Physics with Digital Game Simulations in Middle School Science

    Science.gov (United States)

    Anderson, Janice L.; Barnett, Mike

    2013-01-01

    The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called "Supercharged!" on middle school students' understanding of electromagnetic concepts compared to students…

  8. Middle School Students' Motivation for Learning Technology in South Korea

    Science.gov (United States)

    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…

  9. Improving Reading in a Middle School Science Classroom

    Science.gov (United States)

    Radcliffe, Rich; Caverly, David; Hand, James; Franke, Deanna

    2008-01-01

    Middle school science teachers report using textbooks regularly although these textbooks have been criticized for not following standards-based principles for concept learning, and student reading achievement has been stagnant for 20 years. Effective strategic reading instruction has been documented for middle school students but few teachers use…

  10. Middle School Students' Perceptions of a Peer Who Stutters

    Science.gov (United States)

    Evans, David; Healey, E. Charles; Kawai, Norimune; Rowland, Susan

    2008-01-01

    Little is known about how middle school students perceive a similar-aged peer who stutters. Therefore, the purpose of this study was to examine the influence of stuttering frequency, Likert statement type (affective, behavioral, cognitive), and the gender of the listener on middle school students' perceptions of a peer who stutters. Sixty-four…

  11. Cyberbullying: What Middle School Students Want You to Know

    Science.gov (United States)

    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…

  12. Coping with Verbal and Social Bullying in Middle School

    Science.gov (United States)

    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…

  13. Conceptualizing Academic Norms in Middle School: A Social Network Perspective

    Science.gov (United States)

    McCormick, Meghan P.; Cappella, Elise

    2015-01-01

    A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…

  14. Response to Intervention in Middle School: A Case Story

    Science.gov (United States)

    Johnson, Evelyn S.; Smith, Lori A.

    2011-01-01

    Response to Intervention (RTI) is a tiered model of service delivery being implemented in many middle grades schools. The authors provide an overview of RTI and describe the experience and outcomes of RTI implementation at Cheyenne Mountain Junior High. A discussion of lessons learned and implications for other middle schools considering RTI…

  15. Bullying Experiences and Compromised Academic Performance across Middle School Grades

    Science.gov (United States)

    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.…

  16. Rediscovering Substance of Soul in 21st Century Middle Schools

    Science.gov (United States)

    Tyson, Tim

    2009-01-01

    Middle schools take on a higher purpose by making every effort to empower all of their students to attain their highest potential. This article rediscovers the "substance of soul" in the 21st century middle schools. The author stresses that returning to one's substance of soul goes beyond merely revisiting what educators truly value and then…

  17. Nanotechnology Awareness, Opinions and Risk Perceptions among Middle School Students

    Science.gov (United States)

    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…

  18. The Peril of Ignoring Middle School Student Speech Rights

    Science.gov (United States)

    Hassenpflug, Ann

    2016-01-01

    Analysis of two recent federal court cases in which principals violated student speech rights offers guidance to middle school administrators as they attempt to address student expression. Characteristics of a successful school from the Association for Middle Level Education provide a framework for analyzing these cases in order to prevent…

  19. Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

    Science.gov (United States)

    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…

  20. Teaching Organizational Skills in Middle School: Moving toward Independence

    Science.gov (United States)

    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…

  1. 10 Ways to Help Your Child Succeed in Middle School

    Science.gov (United States)

    ... Search English Español 10 Ways to Help Your Child Succeed in Middle School KidsHealth / For Parents / 10 Ways to Help ... a team. 8. Get Involved Volunteering at your child's middle school is a great way to show you' ...

  2. American Sign Language: An Innovative Middle School Program

    Science.gov (United States)

    Burnside, Karen

    2009-01-01

    American Sign Language (ASL) began at Seminole Middle School in August 2007 as part of the program, D.E.C.A.L (Division of Communication and Law), the brainchild of principal, Dr. Kris Black. Her goal was to offer a program that would entice advanced middle school students from around Broward County to Seminole and the hook she used to entice them…

  3. Motivating Middle School Readers: The Graphic Novel Link

    Science.gov (United States)

    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…

  4. 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…

  5. Science Education at Riverside Middle School A Case Study

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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…

  7. Student Selection, Attrition, and Replacement in KIPP Middle Schools

    Science.gov (United States)

    Nichols-Barrer, Ira; Gleason, Philip; Gill, Brian; Tuttle, Christina Clark

    2016-01-01

    Skeptics of the KIPP (Knowledge Is Power Program) charter school network argue that these schools rely on selective admission, attrition, and replacement of students to produce positive achievement results. We investigate this using data covering 19 KIPP middle schools. On average, KIPP schools admit students disadvantaged in ways similar to other…

  8. A Collaborative Partnership Evaluation Project: Assessing a Middle School Initiative

    Science.gov (United States)

    Witte, James E.; Witte, Maria Martinez; Saltiel, Iris; Hackett, Paul T.; Hesler, Kathy; Johnson, Mike

    2005-01-01

    A collaborative partnership provides school administrators and university researchers an opportunity to evaluate a school-based initiative. Richards Middle School (RMS) in Columbus, Georgia identified school improvement goals and involved university researchers in a collaborative evaluation with implications for strengthening leadership, training,…

  9. Teaching Conflict Resolution Skills to Middle and High School Students through Interactive Drama and Role Play

    Science.gov (United States)

    Graves, Kelly N.; Frabutt, James M.; Vigliano, Debra

    2007-01-01

    In response to the rising levels of school conflict, the present study investigated a new approach to conflict resolution for middle and high school students using interactive drama and role play called the Win-Win Resolutions program. The standardized curriculum delivered within the school setting includes strategies for self-control and anger…

  10. From the Student Perspective: Experiences of Middle and High School Students in Online Learning

    Science.gov (United States)

    Harvey, Danna; Greer, Diana; Basham, James; Hu, Bo

    2014-01-01

    The authors conducted a study to examine experiences and preferences of middle and high school students in online learning environments. An online questionnaire was supplied to administrators of online schools, who then distributed the questionnaire to students enrolled in their schools. Topics addressed in the questionnaire included involvement…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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).

  13. Replacement vs. Renovation: The Reincarnation of Hubble Middle School

    Science.gov (United States)

    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.…

  14. Gender Gap in Mathematics and Physics in Chinese Middle Schools: A Case Study of A Beijing's District

    Science.gov (United States)

    Li, Manli; Zhang, Yu; Wang, Yihan

    2017-01-01

    This study examines the gender gaps in mathematics and physics in Chinese middle schools. The data is from the Education Bureau management database which includes all middle school students who took high school entrance exam in a district of Beijing from 2006-2013. The ordinary least square model and quantile regression model are applied. This…

  15. Exploring School- and Home-Related Protective Factors for Economically Disadvantaged Middle School Students

    Science.gov (United States)

    Okilwa, Nathern S. A.

    2016-01-01

    This study explored the experiences of middle school students, particularly focusing on the academic achievement of economically disadvantaged students. For low SES middle school students, the known cumulative effects of poverty coupled with school transition and early adolescence development heighten the potential risks for school failure. By…

  16. 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.

  17. Assessing Climate Misconceptions of Middle School Learners and Teachers

    Science.gov (United States)

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

    2012-12-01

    ) environmental literacy and inquiry and (2) foster the development of geospatial thinking and reasoning using geospatial technologies as an essential component of the middle school science curriculum. The curriculum is designed to align instructional materials and assessments with learning goals. The following frameworks were used to provide guidelines for the climate change science content in addition to the science inquiry upon which schools must focus: Climate Literacy: The Essential Principles of Climate Sciences (U.S. Global Change Research Program, 2009) and the AAAS Project 2061 Communicating and Learning About Global Climate Change (AAAS, 2007). The curriculum is a coherent sequence of learning activities that include climate change investigations with Google Earth, Web-based interactivities that include an online carbon emissions calculator and a Web-based geologic time-line, and inquiry-based ("hands-on") laboratories. The climate change science topics include the atmosphere, Earth system energy balance, weather, greenhouse gases, paleoclimatology, and "humans and climate". It is hoped that with a solid foundation of climate science in the classroom, middle school learners will be in a position to evaluate new scientific discoveries, emerging data sets, and reasonably assess information and misinformation by which they are surrounded on a daily basis.

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

    Science.gov (United States)

    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.…

  19. MIDDLE SCHOOL STUDENTS’ OPINIONS TOWARDS GEOGRAPHIC INFORMATION SYSTEMS IN TURKEY

    OpenAIRE

    Nihal BALOĞLU UĞURLU

    2013-01-01

    Geographic Information Systems (GIS) have been an effective tool for the educational systems. There are many efforts for use this tool especially teaching of geography topics in the Turkish middle or secondary schools. The aim of this study is to determine Turkish middle school students’ opinions related to using of GIS in the teaching process. There were 273 middle school students (6th, 7th and 8th grade) surveyed in this research. The GIS attitudes test used in the study was prepared by t...

  20. Metacognitive instruction in middle school science

    Science.gov (United States)

    Bonney, Dianna

    The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

  1. Effect of a Laptop Initiative on Middle School Mathematics Achievement

    Science.gov (United States)

    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…

  2. Improving Middle School Climate through Teacher-Centered Change

    Science.gov (United States)

    Rhodes, Jean E.; Camic, Paul M.; Milburn, Michael; Lowe, Sarah R.

    2009-01-01

    A collaborative school-based intervention aimed at modifying relationships among administrators and teachers was implemented in three middle and junior high schools. Across the intervention schools, teachers were active collaborators in identifying problems and then articulating and implementing customized interventions to redress those problems.…

  3. A Plan for Improving F. W. Holbein Middle School

    Science.gov (United States)

    Rakszawski, Roy A.

    2014-01-01

    This executive position paper proposes recommendations for improving F. W. Holbein Middle School using the New Jersey Department of Education's research-based turnaround principles as a framework for school improvement. With input from staff, the author identified the turnaround principles found to be most relevant in improving the school. In…

  4. Learning Declines Linked to Moving to Middle School

    Science.gov (United States)

    Sparks, Sarah D.

    2011-01-01

    While policymakers and researchers alike have focused on improving students' transition into high school, a new study of Florida schools suggests the critical transition problem may happen years before, when students enter middle school. The study, part of the Program on Education Policy and Governance Working Papers Series at Harvard University,…

  5. Beyond Fashion Patrol: School Uniforms in the Middle Grades.

    Science.gov (United States)

    Kommer, David

    1999-01-01

    Discusses the benefits of school uniforms in fulfilling the educational objectives of middle school reform. Considers the role of uniforms in establishing student affiliation with the school and in adolescent development. Describes the development of a uniform program and notes issues of cost and legality. (JPB)

  6. Parenting Practices and Tobacco Use in Middle School Students in Low- and Middle-Income Countries

    Science.gov (United States)

    Poms, Laura W.; Fleming, Lila C.; Jacobsen, Kathryn H.

    2012-01-01

    Background: Parenting practices have been shown to have a strong influence on adolescent tobacco use in high-income countries. This study examined whether parenting practices also were associated with tobacco use by middle school students (approximately ages 13-15) in low- and middle-income countries. Methods: A secondary analysis was performed on…

  7. Improving the Success of Middle Grade Students. Middle School Matters Program No. 2

    Science.gov (United States)

    Belfanz, Robert; Rodriguez, Gina; Brasiel, Sarah J.

    2013-01-01

    A student's experience in the middle grades is a selection of classes they go through in a day. If they experience inconsistent expectations across those classes, they and the school will struggle to achieve high outcomes. Middle grade students need to have common behavioral and academic expectations, recognitions, and consequences throughout the…

  8. 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…

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

    Data.gov (United States)

    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...

  10. Decreasing bullying behaviors in middle school: expect respect.

    Science.gov (United States)

    Nese, Rhonda N T; Horner, Robert H; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

    2014-09-01

    A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and as part of this effort all students in each school had been taught to discriminate "respectful" versus "nonrespectful" behavior. The Expect Respect intervention included, 3 1-hr lessons over a 6-month period to learn (a) how to signal "stop" when encountering nonrespectful behavior, (b) how to follow a "stopping routine" when asked to stop, (c) how to utilize the "bystander routine" when you are a witness to disrespectful behavior that does not stop even after the perpetrator has been asked to, and (d) how to recruit adult support if bullying behaviors endured. Before intervention implementation, 8 students from each school were engaged in focus groups to define the perceived need for bully prevention, and the bully prevention routines that best fit the social culture of their school. Data assessing the fidelity of intervention implementation indicate that the program was used with high fidelity and that in each of the 3 schools a reduction of verbal or physical aggression in the cafeteria was documented via direct observation. No consistent patterns were found with respect to the conditional probabilities that bystanders or recipients of bullying would use the bully prevention routines. No consistent changes were reported in student pre-post rating of school climate. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  11. The Effects of School-Wide Positive Behavior Support on Middle School Climate and Student Outcomes

    Science.gov (United States)

    Caldarella, Paul; Shatzer, Ryan H.; Gray, Kristy M.; Young, K. Richard; Young, Ellie L.

    2011-01-01

    This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest)…

  12. Association of Being Bullied in School with Suicide Ideation and Planning among Rural Middle School Adolescents

    Science.gov (United States)

    Bhatta, Madhav P.; Shakya, Sunita; Jefferis, Eric

    2014-01-01

    Background: This study examined the association of ever being bullied in school with suicide ideation (ever thinking about killing oneself) and ever seriously making a plan to kill oneself (suicide planning) among rural middle school adolescents. Methods: Using the US Centers for Disease Control and Prevention's Middle School Youth Risk Behavior…

  13. 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…

  14. Final Environmental Assessment: Replace Hanscom AFB Middle School

    Science.gov (United States)

    2012-04-01

    not directly accessible to any major thoroughfare. Currently used as an open field/play area with athletic fields and an ice hockey rink. Wetland...recapitalization measures resulting from an evaluation of probable costs to correct physical deficiencies, both facilities should be considered for replacement... physical deficiencies, the Middle School should not be considered for renovation (HAFB 2004). Renovation of the Middle School does not meet the need

  15. Helping Middle School Girls at Risk for School Failure Recover Their Confidence and Achieve School Success: An Experimental Study

    Science.gov (United States)

    Mann, Michael J.

    2013-01-01

    Middle school girls who are at risk have experienced a disproportionate number of intense and disruptive traumatic life events. Such events can adversely affect healthy development and often contribute to higher levels of school failure and problem behavior. Few programs focus on helping at-risk middle school girls achieve school success through…

  16. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study

    OpenAIRE

    Mercer, Lisa Skaggs

    2015-01-01

    Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for middle-level learners has been a challenge. The purpose of this study was to contribute to this discussion. Although the study was designed to report on effective middle schools, the respondents reported their perspectives on good middle schools. The findings of this study about good middle schools may be beneficial to middl...

  17. Improving Middle Grades STEM Teacher Content Knowledge and Pedagogical Practices through a School-University Partnership

    Science.gov (United States)

    McCollough, Cherie; Jeffery, Tonya; Moore, Kim; Champion, Joe

    2016-01-01

    This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a…

  18. Using Student Voice to Respond to Middle School Bullying: A Student Leadership Approach

    Science.gov (United States)

    Shriberg, David; Brooks, Keeshawna; Jenkins, Kisha; Immen, Jennifer; Sutter, Caroline; Cronin, Karen

    2017-01-01

    Bullying prevention and intervention are ongoing challenges for all educators, school psychologists included. A lack of research exists regarding the potential role of middle school students as direct actors in bullying prevention and intervention. This article describes a novel student leadership group for seventh graders in which the primary…

  19. The Effectiveness of Peer-Led FAS/FAE Prevention Presentations in Middle and High Schools

    Science.gov (United States)

    Boulter, Lyn

    2007-01-01

    Pregnant women and women who might become pregnant, including middle school- and high school-age adolescents, continue to consume alcohol, placing themselves at risk of having a child with the effects of prenatal alcohol exposure. However, most prevention programs that attempt to increase public awareness and knowledge of FAS and related disorders…

  20. Suicide by Teenagers in Middle School: A Postvention Team Approach

    Science.gov (United States)

    Maples, Mary Finn; Packman, Jill; Abney, Paul; Daugherty, Richard F.; Casey, John A.; Pirtle, Linde

    2005-01-01

    This article begins with a sobering and poignant first-person account written by a first year middle school counselor describing her attempts to cope in the aftermath of a suicide by a student in her school. A brief review of the literature dealing with possible contributing factors to suicide that are unique to teens, with particular emphasis on…

  1. Cooking for Independence: Middle School Students Gain Skills While Cooking

    Science.gov (United States)

    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…

  2. An Investigation of Middle School Teachers' Perceptions on Bullying

    Science.gov (United States)

    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…

  3. Investigating Gender Differences on Homework in Middle School Mathematics

    Science.gov (United States)

    Feng, Mingyu; Roschelle, Jeremy; Mason, Craig; Bhanot, Ruchi

    2016-01-01

    Recent studies [10, 23] using US nationwide databases showed high school boys spent significantly less time doing homework than girls, based on their responses to questionnaires and surveys. To investigate gender differences in homework in middle school, in this paper, we analyzed computer log data and standardized test scores of more than 1,000…

  4. Targets and Witnesses: Middle School Students' Sexual Harassment Experiences

    Science.gov (United States)

    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)…

  5. Motivation and Achievement of Middle School Mathematics Students

    Science.gov (United States)

    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…

  6. Exploring School Stress in Middle Childhood: Interpretations, Experiences, and Coping

    Science.gov (United States)

    Sotardi, Valerie A.

    2017-01-01

    With increased academic and social challenges at school, middle childhood can be a particularly stressful time. The present study explored how a sample of children from a supportive learning environment interpreted, experienced and reported coping with everyday stress at school. Using a phenomenological approach, third graders attending an…

  7. Staff Development for Rural Middle Schools through Regional Conferences.

    Science.gov (United States)

    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"…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  10. PhysicsQuest: Sparking Middle School Interest in Physics

    Science.gov (United States)

    Clark, Jessica; Rand, Kendra

    2007-03-01

    The National Academies' ``Rising above the Gathering Storm'' report names the improvement of K-12 science and mathematics education as its highest priority recommendation. This recommendation includes enlarging the pipeline of students preparing to study STEM subjects at university by increasing the number of students who take advanced high school level science courses. To this end, the American Physical Society's Public Outreach department offers PhysicsQuest, a free program designed to engage middle school science students in a learning adventure. The core idea of the program is to provide a fun and exciting way for students to encounter physics, thereby eliminating some of the fear often associated with the subject and making them more likely to take high school physics courses. In the end, the students do learn some physics, but, more importantly, they have a fun experience with physics. This talk further describes the PhysicsQuest program, including feedback and results from the 2005 project and initial data from the 2006 project. More details can be found at http://www.nap.edu/catalog/11463.html/toc.

  11. Coping With Verbal and Social Bullying in Middle School

    Directory of Open Access Journals (Sweden)

    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.

  12. Opportunities for extracurricular physical activity in North Carolina middle schools.

    Science.gov (United States)

    Edwards, Michael B; Kanters, Michael A; Bocarro, Jason N

    2011-07-01

    This study's purpose was to assess the opportunities for North Carolina adolescents to be physically active in extracurricular middle school environments and to compare opportunities across community types. Data were analyzed based on the results of an electronic questionnaire distributed to a sample of 431 schools with a response rate of 75.4% (N = 325). Nearly all schools offered interscholastic sports while fewer than half offered intramurals or noncompetitive activities to students. "Open gym" was offered at only 35% of schools, while 24% of schools offered extracurricular activities to students with disabilities. Overall, 43.4% of schools offered special transportation to students who participated in some extracurricular physical activities. Schools in rural areas generally offered fewer programs and had fewer supports than schools located in more urbanized areas. Over two-thirds of rural schools offered no extracurricular programs other than interscholastic sports. Schools can be important settings for physical activity. North Carolina's middle schools and its rural schools in particular, are falling short in efforts to provide extracurricular physical activity programming recommended by researchers and policy groups. Lower accessibility to extracurricular physical activities may partially contribute to higher levels of physical inactivity found in the state.

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

    Science.gov (United States)

    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…

  14. Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who Are Deaf

    Science.gov (United States)

    Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N.

    2016-01-01

    Two studies were conducted to determine if the Reread-Adapt and Answer-Comprehend (RAAC) repeated reading fluency intervention is effective in improving the reading achievement of deaf middle school and high school students. Participants included six middle school students and eight high school students. We found consistently good comprehension…

  15. Middle School Team Leader Teacher's Perceptions of the North Carolina School Library Media Centers' Impact Process

    Science.gov (United States)

    Baldwin, Etta M.

    2010-01-01

    This qualitative study examined the perceptions of the school library media specialists and teachers in middle schools in two school districts located in North Carolina. The study investigated the flexible access and school collaboration aspects of the IMPACT grant from the North Carolina Department of Education. The results of the study derived…

  16. A School Improvement Model for Motivating Adolescents to Achieve Success in Middle School

    Science.gov (United States)

    Hutchinson, Stuart R.

    2012-01-01

    Effectively addressing the unique developmental and academic needs of adolescents is a challenge that educators have been grappling with since the mid-1960's when school systems began to convert junior high schools into middle schools. While educators have recognized the need to create developmentally responsive schools that help children to form…

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

    Science.gov (United States)

    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…

  18. It's A Gassy World: Middle School Students Investigate Climate Change

    Science.gov (United States)

    Romano, C.

    2016-12-01

    When middle school students are asked about our changing earth system, their responses likely include terms like global warming, climate change, and greenhouse gases. However, many students struggle to understand how it all fits together, and sometimes they hear conflicting information or myths about climate change. This activity allows students to explore the impacts of warming oceans and oceans' absorption of carbon dioxide (CO2) through a student planned and carried out investigation that begins with a pre-laboratory engagement and exploration piece, includes a laboratory component, and concludes with an explanation where students analyze their data and interpret their results through the claim-evidence-reasoning framework. It's a Gassy World was developed with three-dimensional instruction in mind to introduce middle school students to the relationship between warming oceans and changes in carbon dioxide (CO2) absorption in the oceans. Students explore disciplinary core ideas in the Earth and Space Sciences discipline of the Next Generation Science Standards (NGSS) using crosscutting concepts and science and engineering practices. Specifically, students study CO2 as a greenhouse gas and the effect of increased atmospheric CO2 levels on global climate change by planning and carrying out their own investigations. We structured this activity in a 5E format that can take place in four to five days during a climate change unit. After piloting this activity in over 20 formal classrooms and with 5 informal education groups, we have seen how It's a Gassy World helps support inquiry in the classroom and allows students to experience crosscutting concepts and science and engineering practices in NGSS. We found that students were engaged and actively learning throughout the activity. Student work and pilot teacher feedback indicated that, through this activity, many students increased their understanding of CO2 as a greenhouse gas and recognized that warmer oceans will

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

    Science.gov (United States)

    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

  20. Middle school girls and one STEM OST program

    Science.gov (United States)

    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.

  1. Decreased scholastic achievement in overweight middle school students.

    Science.gov (United States)

    Shore, Stuart M; Sachs, Michael L; Lidicker, Jeffrey R; Brett, Stephanie N; Wright, Adam R; Libonati, Joseph R

    2008-07-01

    The purpose of this study was to investigate whether overweight students achieved a lower relative degree of scholastic achievement compared to nonoverweight students. Subjects consisted of 6th and 7th grade students enrolled in a large public middle school in a suburb of Philadelphia, Pennsylvania. We compared grade point averages (GPAs), nationally standardized reading scores, school detentions, school suspensions, school attendance, tardiness to school, physical fitness test scores, and participation on school athletic teams among nonoverweight, at risk for overweight, and overweight students. Overweight students achieved lower grades (Pgrade lower GPA (on a 4.00 scale) and 11% lower national percentile reading scores than their nonoverweight peers. The overweight students also demonstrated significantly more detentions, worsened school attendance, more tardiness to school, and less participation on school athletic teams than their nonoverweight peers. Our study suggests that body mass is an important indicator of scholastic achievement, attendance, behavior, and physical fitness among middle school students, reiterating the need for healthy lifestyle intervention and prevention measures.

  2. 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...

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

    Science.gov (United States)

    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.

  4. The link between middle school mathematics course placement and achievement.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  6. Improving the school food environment: results from a pilot study in middle schools.

    Science.gov (United States)

    Cullen, Karen W; Hartstein, Jill; Reynolds, Kim D; Vu, Maihan; Resnicow, Ken; Greene, Natasha; White, Mamie A

    2007-03-01

    Our objective for this study was to examine the feasibility of instituting environmental changes during a 6-week pilot in school foodservice programs, with long-term goals of improving dietary quality and preventing obesity and type 2 diabetes in youth. Participants included students and staff from six middle schools in three states. Formative assessment with students and school staff was conducted in the spring of 2003 to inform the development of school foodservice policy changes. Thirteen potential policy goals were delineated. These formed the basis for the environmental change pilot intervention implemented during the winter/spring of 2004. Questionnaires were used to assess the extent to which the 13 foodservice goals were achieved. Success was defined as achieving 75% of goals not met at baseline. Daily data were collected on goal achievement using the schools' daily food production and sales records. Qualitative data were also collected after the pilot study to obtain feedback from students and staff. Formative research with staff and students identified potential environmental changes. Most schools made substantial changes in the National School Lunch Program meal and snack bar/a la carte offerings. Vending goals were least likely to be achieved. Only one school did not meet the 75% goal achievement objective. Based on the objective data as well as qualitative feedback from student focus groups and interviews with students and school staff, healthful school foodservice changes in the cafeteria and snack bar can be implemented and were acceptable to the staff and students. Implementing longer-term and more ambitious changes and assessing cost issues and the potential enduring impact of these changes on student dietary change and disease risk reduction merits investigation.

  7. An Investigation of Middle School Teachers' Perceptions on Bullying

    OpenAIRE

    Waters, Stewart; Mashburn, Natalie

    2017-01-01

    This study investigated rural middle school teachers’ perspectives regarding bullying. It 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 understanding of bullying and to develop a self-administered survey addressing these issues. A total of 21 teachers participated in the survey and the results of this study conve...

  8. Factors Affecting Aggression in South Korean Middle School Students

    Directory of Open Access Journals (Sweden)

    MiJeong Park, PhD, RN

    2014-12-01

    Conclusion: Findings indicate that depression, academic stress, and grade (second grade influence aggression. To decrease aggressive behavior, it is necessary to provide systematic and political programs in schools and local communities that can ameliorate negative 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.

  9. [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.

  10. Effect of retention in elementary grades on transition to middle school.

    Science.gov (United States)

    Im, Myung Hee; Hughes, Jan N; Kwok, Oi-man; Puckett, Stevie; Cerda, Carissa Analise

    2013-06-01

    The authors investigated the effects of retention in grades 1 to 5 on students' reading and math achievement, teacher-rated engagement, and student-reported school belonging in middle school. From a multiethnic sample (N=784) of children who scored below the median on a test of literacy in grade 1, an average of 75 students subsequently retained in grades 1 to 5 were matched with an average of 299 continuously promoted students on the basis of propensity to be retained in the elementary grades. A total of 20 imputed datasets were analyzed, all of which showed good balance across the 67 baseline covariates used to calculate propensity scores. The hypothesis that retained students, who are "old for grade" when they make the transition to middle school, would have a more difficult transition to middle school than promoted peers was tested with 3-level, piecewise growth modeling. Piece 1 included assessments prior to the transition to middle school, and piece 2 included assessments after the transition. Retained and continuously promoted students did not differ on any of the outcome measures during the year prior to transition, nor did they differ in their post-transition trajectories. Discrepancies between these results and results of prior research are discussed in terms of demographic and generational differences as well as differences in methodological rigor. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. Developing Character in Middle School Students: A Cinematic Approach

    Science.gov (United States)

    Russell, William B., III; Waters, Stewart

    2014-01-01

    The middle school years are a critical time in the physical, intellectual, and moral growth of young adolescents. This article examines how film can be used to engage students in moral-dilemma discussions to promote critical thinking and character development. The authors argue that the use of film in the classroom can challenge students to expand…

  12. Homework Emotion Regulation Scale: Psychometric Properties for Middle School Students

    Science.gov (United States)

    Xu, Jianzhong; Fan, Xitao; Du, Jianxia

    2016-01-01

    The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the…

  13. The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

    Science.gov (United States)

    Dickenson, Karen Nadean

    2016-01-01

    The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

  14. Improving Middle and High School Students' Comprehension of Science Texts

    Science.gov (United States)

    Johnson, Brandi E.; Zabrucky, Karen M.

    2011-01-01

    Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many…

  15. Improving Middle School Science Learning Using Diagrammatic Reasoning

    Science.gov (United States)

    Cromley, Jennifer G.; Weisberg, Steven M.; Dai, Ting; Newcombe, Nora S.; Schunn, Christian D.; Massey, Christine; Merlino, F. Joseph

    2016-01-01

    We explored whether existing curricula can be adapted to increase students' skills at comprehending and learning from diagrams using an intervention delivered by regular middle-school teachers in intact classrooms. Ninety-two teachers in three states implemented our modified materials over six curricular units from two publishers: "Holt"…

  16. Developing Oral Language Skills in Middle School English Learners

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2018-01-01

    Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…

  17. Associations among Middle School Students' Bullying Roles and Social Skills

    Science.gov (United States)

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

    2016-01-01

    This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…

  18. Middle School Students' Perceptions of and Responses to Cyber Bullying

    Science.gov (United States)

    Holfeld, Brett; Grabe, Mark

    2012-01-01

    This study explored the nature and extent of middle school students' (n = 665) experiences with cyber bullying. Approximately one in five students reported being cyber bullied in the past year, with 55% of those students being repeatedly victimized within the past 30 days. Female students were more likely to be involved in cyber bullying (victim,…

  19. Middle Leadership in International Schools: Evidence from Malaysia

    Science.gov (United States)

    Javadi, Vahid; Bush, Tony; Ng, Ashley

    2017-01-01

    This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership.…

  20. Daniel Webster Middle School: More than Cosmetic Improvements

    Science.gov (United States)

    Rourke, James; Boone, Elizabeth

    2009-01-01

    "Webster needs an extreme makeover," students told Principal Joan Brixey upon her arrival at Daniel Webster Middle School in Waukegan, Illinois, three short years ago. The message came in a student-produced video that highlighted things that needed repair at Webster. Brixey was already a firm believer in the proposition that students…

  1. Five Approaches to Avoid When Managing the Middle School Classroom

    Science.gov (United States)

    Englehart, Joshua M.

    2013-01-01

    Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…

  2. STEM Vocational Socialization and Career Development in Middle Schools

    Science.gov (United States)

    Kendall, Katherine A.

    2017-01-01

    Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students' science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and…

  3. Computational Thinking and Expository Writing in the Middle School

    Science.gov (United States)

    Wolz, Ursula; Stone, Meredith; Pearson, Kim; Pulimood, Sarah Monisha; Switzer, Mary

    2011-01-01

    To broaden participation in computing we need to look beyond traditional domains of inquiry and expertise. We present results from a demonstration project in which interactive journalism was used to infuse computational thinking into the standard curriculum and regular classroom experience at a middle school with a diverse population. Outcomes…

  4. Classroom Norms and Individual Smoking Behavior in Middle School

    Science.gov (United States)

    Yarnell, Lisa M.; Brown, H. Shelton, III; Pasch, Keryn E.; Perry, Cheryl L.; Komro, Kelli A.

    2012-01-01

    Objectives: To investigate whether smoking prevalence in grade-level networks influences individual smoking, suggesting that peers are important social multipliers in teen smoking. Methods: We measured gender-specific, grade-level recent and life-time smoking among urban middle-school students who participated in Project Northland Chicago in a…

  5. Teaching Social Studies to Middle School Students with Learning Problems

    Science.gov (United States)

    Steele, Marcee M.

    2008-01-01

    Because of recent legislation, students with mild disabilities frequently receive social studies instruction in the general education classroom. Therefore, middle school teachers have the challenge of teaching social studies to students with a wide range of abilities. Emphasis in the general education social studies curriculum is on high-level…

  6. Building Critical Community in Middle School Learning Environments

    Science.gov (United States)

    Dowdy, Josh; Dore, Elizabeth

    2017-01-01

    Research pertaining to institutions of public education reveals that curricular structures often function to produce and reproduce systemic inequalities. The following personal statement outlines a middle school teacher's attempt to address social reproduction in public education. By situating issues of inequity within a local context of…

  7. Taiwanese Middle School Students' Materialistic Concepts of Sound

    Science.gov (United States)

    Eshach, Haim; Lin, Tzu-Chiang; Tsai, Chin-Chung

    2016-01-01

    This study investigated if and to what extent grade 8 and 9 students in Taiwan attributed materialistic properties to sound concepts, and whether they hold scientific views in parallel with materialistic views. Taiwanese middle school students are a special population since their scores in international academic comparison tests such as TIMSS and…

  8. What Does "Practical Life" Look Like in the Middle School?

    Science.gov (United States)

    Willard, Michelle

    2003-01-01

    The Practical Life aspect of Montessori education offers middle school students opportunities to take on responsibilities and develop job readiness skills. Practical Life skill training relates to self-guidance, navigation, grace and courtesy, caring for others, and management of responsibilities, time, and money. Community service in the…

  9. Intelligent Web-Based English Instruction in Middle Schools

    Science.gov (United States)

    Jia, Jiyou

    2015-01-01

    The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

  10. Developing a Definition of Reading through Analysis in Middle School.

    Science.gov (United States)

    Mozombite, Amy

    Middle school students will interact with a variety of different texts to uncover a broader meaning of reading. During the three 50-minute sessions, students will identify different categories of text materials from basic picture books to textbooks; compile a list of strategies and processes needed to read the different types of books; and develop…

  11. Confronting and Changing Middle School Teachers' Perceptions of Scientific Methodology

    Science.gov (United States)

    Weinburgh, Molly

    2003-01-01

    The reform documents of the 1990s stressed that science is not practiced by a rigid scientific method, but science texts continue to describe the process as if it were rigid and linear. The purpose of this investigation was twofold: (a) to explore middle school in-service teachers' perceptions of scientific methodology and (b) to explore ways in…

  12. Cyberbullying in Turkish Middle Schools: An Exploratory Study

    Science.gov (United States)

    Yilmaz, Harun

    2011-01-01

    This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were…

  13. Scott Morgan Johnson Middle School: Personalization Leads to Unlimited Success

    Science.gov (United States)

    Principal Leadership, 2013

    2013-01-01

    The well-known lyrics may be "The Eyes of Texas Are Upon You," but at Scott Morgan Johnson Middle School in McKinney, TX, it's definitely the "eye of the tiger" that sets the bar for Tiger PRIDE (perseverance, respect, integrity, determination, and excellence). This article describes how those ideals have been infused…

  14. Streaking into Middle School Science: The Dell Streak Pilot Project

    Science.gov (United States)

    Austin, Susan Eudy

    2012-01-01

    A case study is conducted implementing the Dell Streak seven-inch android device into eighth grade science classes of one teacher in a rural middle school in the Piedmont region of North Carolina. The purpose of the study is to determine if the use of the Dell Streaks would increase student achievement on standardized subject testing, if the…

  15. Professional Learning with Action Research in Innovative Middle Schools

    Science.gov (United States)

    Netcoh, Steven; Olofson, Mark W.; Downes, John M.; Bishop, Penny A.

    2017-01-01

    This article illustrates how action research can be used as a model for professional development with middle grades educators in rapidly changing and technology-intensive schools. Drawing upon ten years of using this model, the authors present three examples of educator action research to highlight five characteristics of effective projects: (1)…

  16. An Interactive Analytical Chemistry Summer Camp for Middle School Girls

    Science.gov (United States)

    Robbins, Mary E.; Schoenfisch, Mark H.

    2005-01-01

    A summer outreach program, which was implemented for the first time in the summer of 2004, that provided middle school girls with an opportunity to conduct college-level analytical chemistry experiments under the guidance of female graduate students is explained. The program proved beneficial to participants at each level.

  17. Teaching Writing to Middle School Students: A National Survey

    Science.gov (United States)

    Graham, Steve; Capizzi, Andrea; Harris, Karen R.; Hebert, Michael; Morphy, Paul

    2014-01-01

    A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The…

  18. Great Expectations for Middle School Counselors

    Science.gov (United States)

    Wright, Robert J.

    2012-01-01

    During the Great Recession, 2008 to 2010, school systems scrambled to balance budgets, and the ratio of counselors to students became even larger. To make matters worse, the Great Recession had a major impact on cuts in educational funding. Budget cutbacks tend to occur where the public will be least likely to notice. The loss of teachers and the…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.…

  2. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  6. 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…

  7. Utility of Number and Type of Office Discipline Referrals in Predicting Chronic Problem Behavior in Middle School

    Science.gov (United States)

    Predy, Larissa; McIntosh, Kent; Frank, Jennifer L.

    2014-01-01

    This study examined the technical adequacy of office discipline referrals (ODRs) received early in the school year for predicting total ODRs received by the end of the year. The sample included 401,852 students from 593 public middle schools (serving Grades 6 to 8) in the United States in the 2009-2010 school year. The results showed that ODRs…

  8. The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

    Science.gov (United States)

    Cupp, Garth Meichel

    An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings

  9. The Language Demands of Science Reading in Middle School

    Science.gov (United States)

    Fang, Zhihui

    2006-04-01

    The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.

  10. Three frameworks to predict physical activity behavior in middle school inclusive physical education: a multilevel analysis.

    Science.gov (United States)

    Jin, Jooyeon; Yun, Joonkoo

    2013-07-01

    The purpose of this study was to examine three frameworks, (a) process-product, (b) student mediation, and (c) classroom ecology, to understand physical activity (PA) behavior of adolescents with and without disabilities in middle school inclusive physical education (PE). A total of 13 physical educators teaching inclusive PE and their 503 students, including 22 students with different disabilities, participated in this study. A series of multilevel regression analyses indicated that physical educators' teaching behavior and students' implementation intentions play important roles in promoting the students' PA in middle school inclusive PE settings when gender, disability, lesson content, instructional model, and class location are considered simultaneously. The findings suggest that the ecological framework should be considered to effectively promote PA of adolescents with and without disabilities in middle school PE classes.

  11. Effectiveness of Basic Life Support Training for Middle School Students.

    Science.gov (United States)

    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.

  12. Improving Middle School Professional Development by Examining Middle School Teachers' Application of Literacy Strategies and Instructional Design

    Science.gov (United States)

    Nichols, William Dee; Young, Carl A.; Rickelman, Robert J.

    2007-01-01

    The goal of this article is to explore the effects of professional development on middle school teachers' understanding and application of literacy strategies supporting and enhancing instruction across the curriculum. This study investigated the extent to which reading and writing strategies, along with sound instructional design, were…

  13. Parental and School Correlates of Binge Drinking Among Middle School Students

    Science.gov (United States)

    Guilamo-Ramos, Vincent; Jaccard, James; Turrisi, Robert; Johansson, Margaret

    2005-01-01

    Objectives. We examined the prevalence and dynamics of binge drinking among middle school students. Methods. We analyzed data from the National Longitudinal Study of Adolescent Health. The sample was composed of approximately 5300 seventh-and eighth-grade students who were interviewed at 2 points in time. Results. Approximately 8% of seventh graders and 17% of eighth graders reported engaging in binge drinking during the past 12 months. These rates varied as a function of school characteristics. Low scores on the parenting variables—communication quality, use of reasoning, and control and supervision—and binge drinking during middle school also were predictive of binge drinking during high school. Conclusions. Binge drinking among middle school students is an important phenomenon that for many students forecasts future binge drinking during high school. PMID:15855471

  14. Stress in Portuguese Middle School Transition: A Multilevel Analysis.

    Science.gov (United States)

    Coelho, Vítor Alexandre; Romão, Ana Maria

    2016-09-23

    Transition from elementary to middle school is commonly seen as a period of stress, impacting students' school adjustment. The present longitudinal study aimed to analyze the difference in stress levels between the end of 4th grade and 5th grade, while also analyzing gender differences and 5th grade retention. Two hundred fifty-eight 4th grade students (M age = 9.55; SD = 0.77) from six Portuguese public schools, from the municipality of Torres Vedras, participated in this study. Self-report questionnaires were administered at the end of the 4th and 5th grades, and 5th grade school records were also collected. Results showed that 5th graders present higher levels of Academic Stress (d = .29) and Teacher/Rules Stress (d = .28). Girls had a greater increase of Peer-related Stress with the transition (p Stress (p school are needed, in order to reduce the increase of stress levels at 5th grade and to promote a better school adjustment in the first year of middle school.

  15. Family-school connections and the transitions of low-income youths and English language learners from middle school to high school.

    Science.gov (United States)

    Crosnoe, Robert

    2009-07-01

    The theoretical and policy focus on parental involvement in education has evolved into a consideration of 2-way connections between families and schools. Working from a social capital perspective emphasizing the importance of information in periods and domains of uncertainty, the author tested a specific application of this reconceptualization in this study. Multilevel models of the National Education Longitudinal Study (n = 17,899) revealed that youths started high school in higher level math when parents, middle school personnel, and high school personnel were in contact with each other and when middle school personnel bridged middle school and high school. The observed effects of other family-school patterns on math and of all family-school patterns on science were driven by selection, including the personal characteristics that select adolescents into different family-school configurations. Multiple forms of family-school communication were related to reduced income and language disparities in math and science coursework, regardless of their associations with coursework in the general population.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  18. Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea.

    Science.gov (United States)

    Park, Sohyun; Kwon, Kwang-Il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

    2017-10-01

    The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation

  19. Middle school teachers’ discipline-specific use of gestures and implications for disciplinary literacy instruction

    OpenAIRE

    Wilson, Amy Alexandra; Boatright, Michael D.; Landon-Hays, Melanie

    2014-01-01

    Framed in theories of social semiotics, this descriptive multiple case study examined six middle school teachers’ use of gestures during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. The data, which included field notes and photographs from 354 lessons and 151 video-recordings of lesson segments, were analyzed using constant comparative methods and multimodal concordance charts. The analyses indicated discipl...

  20. Middle School Teachers’ Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction

    OpenAIRE

    Wilson, Amy Alexandra

    2014-01-01

    Framed in theories of social semiotics, this descriptive multiple case study examined six middle school teachers’ use of gestures during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. The data, which included field notes and photographs from 354 lessons and 151 video-recordings of lesson segments, were analyzed using constant comparative methods and multimodal concordance charts. The analyses indicated discipl...

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

    OpenAIRE

    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 el...

  2. School-level factors associated with increased fruit and vegetable consumption among students in California middle and high schools.

    Science.gov (United States)

    Gosliner, Wendi

    2014-09-01

    This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. This cross-sectional study included 5439 seventh- and ninth-grade students from 31 schools in California in 2010. Multilevel regression models estimated whether the odds of consuming fruits or vegetables at school among students eating the school lunch were associated with the length of the lunch period, quality/variety of produce options, or other factors. A longer lunch period was associated with increased odds of a student eating fruits (odds ratio [OR] = 1.40) and vegetables (OR = 1.54) at school. Better fruit quality increased the odds of a student consuming fruit (OR = 1.44). Including a salad bar and involving students in food service decisions increased a student's odds of consuming vegetables (OR = 1.48 and OR = 1.34, respectively). This study suggests that institutional factors in schools are positively associated with middle and high school students' consumption of produce items at school. Additional efforts to structure school meal environments to enhance students' consumption of produce items can benefit students' nutrition and health. © 2014, American School Health Association.

  3. Are Boys Left Behind? The Evolution of the Gender Achievement Gap in Beijing's Middle Schools

    Science.gov (United States)

    Lai, Fang

    2010-01-01

    Using one cohort of 7235 middle school students in Beijing, China, we examined the evolution of the gender achievement gap in middle school. Our study found a more significant female dominance than in U.S. studies: even though boys gradually caught up during middle school, especially in Math and Science, and the gender achievement gap decreased…

  4. Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program

    Science.gov (United States)

    Lane, Kathleen Lynne; Capizzi, Andrea M.; Fisher, Marisa H.; Ennis, Robin Parks

    2012-01-01

    In this study we examine the impact of the Behavior Education Program (BEP; Hawken, MacLeod, & Rawlings, 2007) with four middle school students who were not responsive to a comprehensive primary prevention program including academic, behavioral and social components. To extend this line of inquiry we (a) conducted a functional behavioral…

  5. Solar Energy Education. Renewable energy activities for junior high/middle school science

    Energy Technology Data Exchange (ETDEWEB)

    1985-01-01

    Some basic topics on the subject of solar energy are outlined in the form of a teaching manual. The manual is geared toward junior high or middle school science students. Topics include solar collectors, solar water heating, solar radiation, insulation, heat storage, and desalination. Instructions for the construction of apparatus to demonstrate the solar energy topics are provided. (BCS)

  6. A Phenomenological Study of Middle School Students' Self-Regulated Learning with Mobile Devices

    Science.gov (United States)

    Doud, Janet M.

    2016-01-01

    An integral part of 21st century learning for middle school students included the daily use of mobile device technology. The problem with mobile devices, full of their interactive interfaces, was how did the student personally discover which features and tools within the device will best benefit the student's style and needs, thus enhancing…

  7. Development and Validation of Science Homework Scale for Middle-School Students

    Science.gov (United States)

    Tas, Yasemin; Sungur, Semra; Oztekin, Ceren

    2016-01-01

    The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework…

  8. Testing Your Mettle: Tough Problems and Real-World Solutions for Middle and High School Teachers.

    Science.gov (United States)

    Alexandrowicz, Harry J.

    This guide presents a series of scenarios that encapsulate the legal, philosophical, and common sense challenges faced by middle and high school teachers every day. Each scenario includes the vignette, the topical problem areas into which it falls, four possible solutions, space for the readers to state what they would do in each situation, and…

  9. Exposure to Violence and Sexual Risk among Early Adolescents in Urban Middle Schools

    Science.gov (United States)

    Coyle, Karin K.; Guinosso, Stephanie A.; Glassman, Jill R.; Anderson, Pamela M.; Wilson, Helen W.

    2017-01-01

    This article examines the relationship between exposure to violence, fear of exposure to violence, and sexual risk among a sample of urban middle school youth. The sample included 911 seventh-grade students who completed self-report surveys. Approximately 20% of the sample reported at least one direct threat or injury with a weapon in the past 3…

  10. Factors Affecting Literacy Achievement of Eighth Grade Middle School Instrumental Music Students

    Science.gov (United States)

    Kurt, Johnny T.

    2010-01-01

    The purpose of this pretest-posttest comparative efficacy study was to analyze factors affecting literacy achievement of eighth grade middle school instrumental music students (n = 38) including (a) socioeconomic status (SES), (b) gender, (c) grade point average (GPA), (d) music motivation, (e) music involvement, and (f) instrument section. The…

  11. Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis

    Science.gov (United States)

    Slavin, Robert E.; Lake, Cynthia; Groff, Cynthia

    2009-01-01

    This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…

  12. The Math Explorer: Games and Activities for Middle School Youth Groups.

    Science.gov (United States)

    Murphy, Pat; Lambertson, Lori; Tesler, Pearl

    This book offers games and mathematics activities using a hands-on approach for middle school students and features games, puzzles, experiments, and projects. Contents include: (1) "Boxed In!"; (2) "Oddball"; (3) "Pig"; (4) "Madagascar Solitaire"; (5) "Fantastic Four"; (6) "Eratosthenes' Sieve"; (7) "Hopping Hundred"; (8) "Tic-Tac-Toe Times"; (9)…

  13. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-01-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade…

  14. Highlands County Energy Lessons. Middle School Level - Science, Mathematics, Social Studies, Vocational Education.

    Science.gov (United States)

    Allen, Rodney F., Ed.; Farmer, Richard

    Middle school energy skills (Enerskills) and activities (Eneractivities) are provided in seven sections. Areas addressed include: (1) locating energy information using telephone books, dictionaries, card catalogs, and readers' guides; (2) writing letters for energy information; (3) energy and food (food intake/human performance, calories/energy);…

  15. A study on the experiences and causes of school violence amongst middle school students in korea

    OpenAIRE

    都, 基鳳; 全, 宰一; 野島, 一彦; Do, Giebong; Jun, Jaeil; Nojima, Kazuhiko

    2005-01-01

    The purpose of this study is to prepare effective measures to successfully cope with school violence by examining student experiences of school violence and its causes. The participants were middle school students in Korea. An investigation was made into how male and female students are different from each other in patterns of violence experienced or committed and the causes of that violence. The results are as follows: 1) Students who were victims of school violence suffered more than those ...

  16. Learning How to Grow: a Case Study of School Renewal in One Elementary and Middle School

    OpenAIRE

    Hess, Brenda F.

    1998-01-01

    LEARNING HOW TO GROW: A CASE STUDY OF SCHOOL RENEWAL IN ONE ELEMENTARY AND MIDDLE SCHOOL By Brenda F. Hess Dr. Jerome A. Niles, Co-Chair Dr. David J. Parks, Co-Chair Educational Administration (ABSTRACT) School Renewal is a broadly defined process used as an alternative route to school improvement and regional accreditation. However, there is no direct evidence to support its use. To date, there have been no systematic inquiries to document the region...

  17. Middle school science inquiry: Connecting experiences and beliefs to practice

    Science.gov (United States)

    Johnson, Karen Elizabeth

    A major education reform effort today involves the teaching and learning of inquiry science. This case study research examined connections between background experiences and teacher beliefs and the role they played in the implementation of scientific inquiry within four middle school classrooms. The research questions guiding this study included: (a) identifying how teachers' background and experiences related to the use of scientific inquiry-based practice, (b) identification of teacher self-reported characteristics of scientific inquiry, (c) identification of the ways in which teachers' self-reported beliefs related to the use of scientific inquiry-based practice, (d) determine the extent that self-reported teaching scientific inquiry behaviors were consistent with observed behaviors in practice and (e) identify how teachers implemented a scientific inquiry-based approach into their instructional practice. Across the cases, the findings revealed four major experiences that influenced teacher beliefs regarding inquiry-based teaching: (a) opportunities for doing science, (b) influences of the teacher education program primarily with respect to positive science role models, (c) teaching experiences and school expectations and (d) the personality of the individuals. Major themes regarding teaching beliefs regarding characteristics of inquiry-based practice, reported by the participants, included: (a) student-centered instruction, (b) learning by doing, (c) real world applications, (d) integration, (e) collaboration and (f) communicating scientific ideas. Findings also revealed that teacher beliefs and practice aligned except in the area of communicating scientific ideas. Participants did not identify communication as a belief regarding inquirybased practice, but observed practice found communicating scientific ideas played a minor role. Implications from the findings are significant as science educators continue to understand the influence of background experiences

  18. Restructuring the Public School Curriculum To Include Parenting Education Classes.

    Science.gov (United States)

    Tyree, Carolyn L.; And Others

    Although the current educational climate stresses a back-to-basics approach, there is nonetheless overwhelming evidence of a need for an appropriately structured parenting education program in the public school curriculum. Reasons for this need include the large number of teenage pregnancies and abortions. These lead teens to miss high school…

  19. Meaningful Watershed Experiences for Middle and High School Students

    Science.gov (United States)

    Landry, Melinda; Smith, Cynthia; Greene, Joy

    2014-05-01

    Prince William County Public Schools and George Mason University in Virginia, USA, partnered to provide Meaningful Watershed Educational Experiences (MWEEs) for over 25,000 middle and high school students (11-18 year olds) across 34 schools. This school district, situated in a rapidly growing region 55 km southwest of Washington DC, has over 82,000 K-12 students. As native forest cover has been replaced with farming and urbanization, water quality has significantly degraded in the 166,534 km2 Chesapeake Bay watershed. This project was designed to increase student awareness of their impact on the land and waters of the largest estuary in the United States. MWEE is a long-term comprehensive project that incorporates a classroom preparation phase, a hands-on outdoor field investigation, and a reflection and data-sharing component. Training and technical assistance enhances the capacity of teachers of 6th grade, high school Earth Science and Environmental Science to deliver MWEEs which includes schoolyard stewardship, inquiry driven field study, use of hand-held technology and computer based mapping and analysis, project sharing and outreach. George Mason University researchers worked closely with K-12 science educators to create a comprehensive watershed-focused curriculum. Graduate and undergraduate students with strong interests in environmental science and education were trained to deliver the field investigation component of the MWEE. Representative teachers from each school were provided 3 days of professional development and were responsible for the training of their school's science education team. A comprehensive curriculum provided teachers with activities and tools designed to enhance students' mastery of state science objectives. Watershed concepts were used as the unifying theme to support student understanding of curriculum and STEM objectives including: scientific investigation, data collection and communication, chemistry, energy, erosion, human

  20. Making the transition to middle schooling: A case study of experienced science teachers coping with change

    Science.gov (United States)

    Strong, Donna Dorough

    The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of

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

    Science.gov (United States)

    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.

  2. Obesity and Aerobic Fitness among Urban Public School Students in Elementary, Middle, and High School.

    Directory of Open Access Journals (Sweden)

    B Ruth Clark

    Full Text Available To assess the prevalence of cardiovascular disease risk among urban public school students through a collaborative school district and university partnership.Children and adolescents in grades K-12 from 24 urban public schools participated in measurements of height, weight, and other health metrics during the 2009-2010 school year. Body mass index (BMI percentiles and z-scores were computed for 4673 students. President's Challenge 1-mile endurance run was completed by 1075 students ages 9-19 years. Maximal oxygen consumption (⩒O2max was predicted using an age-, sex-, and BMI-specific formula to determine health-related fitness. Resting blood pressure (BP was assessed in 1467 students. Regression analyses were used to compare BMI z-scores, fitness, and age- and sex-specific BP percentiles across grade levels. Chi-square tests were used to explore the effect of sex and grade-level on health-related outcomes.Based on BMI, 19.8% were categorized as overweight and 24.4% were obese. Included in the obese category were 454 students (9.7% of sample classified with severe obesity. Using FITNESSGRAM criteria, 50.2% of students did not achieve the Healthy Fitness Zone (HFZ; the proportion of students in the Needs Improvement categories increased from elementary to middle school to high school. Male students demonstrated higher fitness than female students, with 61.4% of boys and only 35.4% of girls meeting HFZ standards. Elevated BP was observed among 24% of 1467 students assessed. Systolic and diastolic BP z-scores revealed low correlation with BMI z-scores.A community-university collaboration identified obesity, severe obesity, overweight, and low aerobic fitness to be common risk factors among urban public school students.

  3. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. JOHNSON

    2011-11-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  4. Improving middle and high school students' comprehension of science texts

    Directory of Open Access Journals (Sweden)

    Brandi E. Johnson

    2011-10-01

    Full Text Available Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have suggested changing the characteristics of science texts to better assist adolescent readers with understanding, while others have focused on changing the strategies of adolescent readers. In the current paper, we review the literature on selected strategy instruction programs used to improve science text comprehension in middle and high school students and suggest avenues for future research.

  5. How Things Work, an Enrichment Class for Middle School Students

    Science.gov (United States)

    Goller, Tamara; Watson, Nancy; Watson, James

    1998-05-01

    Middle School students are curious about their surroundings. They are always asking questions about how things work. So this semester two middle school science teachers and a physicist combined their strengths and taught HOW THINGS WORK, THE PHYSICS OF EVERYDAY LIFE (a book by Louis A. Bloomfield). The students studied the physics behind everyday objects to see how they worked. They read, discussed the physics, and completed laboratory exercises using lasers, cameras, and other objects. Each student then picked an inventor that interested him/her and used the INTERNET to research the inventor and made a class presentation. For the final project, each students use the physics they learned and became an inventor and made an invention.

  6. Training Teachers to Teach Epidemiology in Middle and High Schools.

    Science.gov (United States)

    St George, Diane Marie M; Chukhina, Margarita; Kaelin, Mark A

    2017-10-01

    Objective The purpose of this study was to evaluate the outcomes of a workshop which was designed to prepare teachers to teach epidemiology to middle and high school students. Methods The workshop introduced the fundamental enduring understandings of epidemiology as well as a pedagogical framework for teaching it. Using an online questionnaire and telephone interviews, we assessed post-workshop outcomes. Results The majority (80%) of workshop alumni had taught epidemiology with the most common approach (52%) being the inclusion of epidemiologic concepts into other courses. Teachers felt that learning epidemiology was a valuable experience for their students and reported that students found it engaging and relevant to their lives. Conclusions These preliminary findings suggest that there may be benefit to teaching epidemiology in middle and high schools. Further research should directly evaluate public health-related outcomes among students, such as improvements in health literacy and health behavior.

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

    Science.gov (United States)

    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

  8. 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.

  9. Ethnic diversity and perceptions of safety in urban middle schools.

    Science.gov (United States)

    Juvonen, Jaana; Nishina, Adrienne; Graham, Sandra

    2006-05-01

    Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n= 511) and Latino (n= 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multiethnic schools.

  10. Exploring Alternative Fuels in Middle Schools

    Science.gov (United States)

    Donley, John F.; Stewardson, Gary A.

    2010-01-01

    Alternative energy sources have become increasingly important as the production of domestic oil has declined and dependence on foreign oil has increased. Historically, there have been four time periods during which the United States was in fact crippled by oil shortages. These time periods include: (1) the early 1900s; (2) World War II; (3) the…

  11. Improving middle and high school students' comprehension of science texts

    OpenAIRE

    Brandi E. JOHNSON; Karen M. ZABRUCKY

    2011-01-01

    Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many adolescent readers do not possess effective comprehension strategies, particularly for difficult expository science texts. Some researchers have ...

  12. Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools.

    Science.gov (United States)

    Knifsend, Casey A; Camacho-Thompson, Daisy E; Juvonen, Jaana; Graham, Sandra

    2018-02-16

    Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M age  = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.

  13. 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…

  14. Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools

    Science.gov (United States)

    Losen, Daniel J.; Martinez, Tia Elena

    2013-01-01

    In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast…

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

    Science.gov (United States)

    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…

  16. Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

    Science.gov (United States)

    Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

    2017-01-01

    This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…

  17. Perceived Norms and Social Values to Capture School Culture in Elementary and Middle School

    Science.gov (United States)

    Galvan, Adriana; Spatzier, Agnieszka; Juvonen, Jaana

    2011-01-01

    The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social…

  18. Video Games vs. Reading and School/Cognitive Performances: A Study on 27000 Middle School Teenagers

    Science.gov (United States)

    Lieury, Alain; Lorant, Sonia; Trosseille, Bruno; Champault, Françoise; Vourc'h, Ronan

    2016-01-01

    Video games are a very common leisure activity among teenagers and the aim of this study is to analyse their relations with cognitive and school performances. This study is part of a broad survey, conducted on 27,000 French teenagers (14.5 years old) in middle school (9th grade). The survey contained both a questionnaire on leisure activities…

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

    Science.gov (United States)

    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…

  20. Interest-Driven Learning among Middle School Youth in an Out-of-School STEM Studio

    Science.gov (United States)

    Evans, Michael A.; Lopez, Megan; Maddox, Donna; Drape, Tiffany; Duke, Rebekah

    2014-01-01

    The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps…

  1. Elementary- and Middle-School Teachers' Reasoning about Intervening in School Violence: An Examination of Violence-Prone School Subcontexts.

    Science.gov (United States)

    Behre, William J.; Astor, Ron Avi; Meyer, Heather Ann

    2001-01-01

    Compares middle-school and elementary school teachers' reasoning about their professional roles when violence occurs in school subcontexts such as hallways, cafeterias, and playgrounds. Uses concepts from urban planning, architecture, criminology, and cognitive developmental domain theory to explore teachers' moral attitudes toward school…

  2. Using Data Mining Techniques Examination of the Middle School Students’ Attitude towards Mathematics in the Context of Some Variables

    OpenAIRE

    Aksoy, Esra; Narli, Serkan; Idil, Feriha Hande

    2016-01-01

    The aim of this study is to examine middle school students’ attitude towards mathematics in the context of their mathematic learning preferences using data mining which is data analysis methodology that has been successfully used in different areas including educational domains. ‘How do I actually learn?’ questionnaire and attitude scale were applied to 702 middle school students studying in three different cities of Turkey. Demographic data (gender, grade level, parents’ education level, pre...

  3. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Science.gov (United States)

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

  4. Effects of Education on Breastfeeding Knowledge and Attitudes among Middle School Students

    Science.gov (United States)

    Zeller, Cynthia Lee

    2016-01-01

    Objective: The purpose of this pilot study was to examine the impact of a school health module on the breastfeeding knowledge and attitudes of middle school students. Method: A convenience sample of 39 middle school students received education related to breastfeeding and completed a pre-test and a post-test. The School Survey on Breastfeeding…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  8. The Impacts of a School Garden Program on Urban Middle School Youth

    Science.gov (United States)

    Duncan, Dennis W.; Collins, Ashley; Fuhrman, Nicholas E.; Knauft, David Alan; Berle, David C.

    2016-01-01

    School gardens have been an active part of United States schools since 1890, when the first school garden was established in Roxbury, Massachusetts. Since the turn of the 20th century school gardens have greatly expanded to include inner city schools in some of the largest metropolitan areas of the country. Since the early 1990s, school gardens…

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

    Science.gov (United States)

    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,…

  10. Parental aggression as a predictor of boys' hostile attribution across the transition to middle school.

    Science.gov (United States)

    Yaros, Anna; Lochman, John E; Wells, Karen C

    2016-09-01

    Aggression among youth is public health problem that is often studied in the context of how youth interpret social information. Social cognitive factors, especially hostile attribution biases, have been identified as risk factors for the development of youth aggression, particularly across the transition to middle school. Parental behaviors, including parental aggression to children in the form of corporal punishment and other aggressive behavior, have also been linked to aggressive behavior in children at these ages. Despite the important role played by these two risk factors, the connection between the two has not been fully studied in the literature. This study examined the link between parental aggression and children' hostile attributions longitudinally among a diverse sample of 123 boys as they entered middle school. Results support acceptance of a model in which parental aggression to children prior to entering middle school predicted children's hostile attributions after the transition to middle school above and beyond that which was predicted by previous levels of hostile attributions. As expected, hostile attributions also predicted change in parent- and teacher-rated child aggression. These findings provides important evidence of the role that parental behavior plays in youth social cognition at this critical age, which has implications for understanding the development of aggressive behavior.

  11. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Brecher, K.

    1994-03-01

    The Project ``Middle School Integrated Science, Mathematics and Technology Curriculum`` had two goals: (1) to survey the literature of energy education; and (2) to develop a theme for a possible integrated middle school energy based curriculum. We aimed to respond to the challenge of developing thematic integrated curricula as advocated by the NSTA, AAAS and other organizations analyzing the future of American science and mathematics education. The survey of middle school energy curriculum materials has been completed. A list of the resources surveyed are included in this report. Though many energy based curriculum materials have been produced, none of them appears to be broadly disseminated throughout the country. Some energy based curriculum materials are far less well developed than others. We found that an integrated set of modular materials concerning the energy based theme of light and optics does not now exist. If they were developed, they could be broadly disseminated throughout middle school courses in the physical and biological sciences, as well as in new integrated science courses proposed as part of the current science education reform movement. These types of modular materials could also provide a powerful means of student exploration of new technologies such as microcomputers.

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

    Science.gov (United States)

    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.

  13. Environmental, institutional, and demographic predictors of environmental literacy among middle school children.

    Directory of Open Access Journals (Sweden)

    Kathryn T Stevenson

    Full Text Available Building environmental literacy (EL in children and adolescents is critical to meeting current and emerging environmental challenges worldwide. Although environmental education (EE efforts have begun to address this need, empirical research holistically evaluating drivers of EL is critical. This study begins to fill this gap with an examination of 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 attributes (age, gender, and ethnicity, and school attributes (socio-economic status, student-teacher ratio, and locale. Our sample included an EE group selected from schools with registered school-wide 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 school-wide EE programs were not associated with improved EL, but the use of published EE curricula paired with time outdoors represents a strategy that may improve all key components of student EL. Further, investments in teacher development and efforts to maintain enthusiasm for EE among teachers with more than 5 years of experience 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 among black and

  14. Improved Middle Grades Schools for Improved High School Readiness: Ten Best Practices in the Middle Grades

    Science.gov (United States)

    Bottoms, Gene; Timberlake, Allison

    2012-01-01

    In 2009, the Southern Regional Education Board (SREB) Committee to Improve High School Graduation Rates and Achievement, led by then-Governor Sonny Perdue of Georgia, released a report of 10 key recommendations for ensuring more students graduate from high school, and they graduate ready for college and careers. Among these 10 recommendations was…

  15. TOOLS TO INCLUDE BLIND STUDENTS IN SCHOOL BUILDING PERFORMANCE ASSESSMENTS

    Directory of Open Access Journals (Sweden)

    Tania Pietzschke Abate

    2016-05-01

    Full Text Available This article discusses the design of data collection instruments that include the opinions of blind students, in accordance with the principles of Universal Design (UD. The aim of this study is to understand the importance of adapting data collection instruments for the inclusion of disabled persons in field research in Architecture and Design, among other fields. The data collection instruments developed were a play interview with a tactile map and a 3D survey with the use of tactile models. These instruments sought to assess the school environment experienced by blind students. The study involved students from the early years of a school for the blind who had not yet mastered the Braille system. The participation of these students was evaluated. A multidisciplinary team consisting of architects, designers, educators, and psychologists lent support to the study. The results showed that the data collection instruments adapted to blind students were successful in making the group of authors examine questions regarding UD. An analysis of the participatory phase showed that the limitations resulting from blindness determine the specificities in the adaptation and implementation process of the instruments in schools. Practical recommendations for future studies related to instruments in the UD thematic are presented. This approach is in line with the global trend of including disabled persons in society based on these users’ opinions concerning what was designed by architects and designers.

  16. The Capeless Crusader: Eight Great Powers of a Middle School Super Advocate

    Science.gov (United States)

    Deitz, Christine

    2012-01-01

    Today's gifted children in middle school truly need advocates to ensure that school remains challenging through the middle grades and that the actions related to learning and talent development are positive experiences. Middle-grade advocates need a reason, a bit of prep, and a plan in order to be super advocates for children. As Chair for the…

  17. 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.

  18. Middle school vaccination requirements and adolescent vaccination coverage.

    Science.gov (United States)

    Bugenske, Erin; Stokley, Shannon; Kennedy, Allison; Dorell, Christina

    2012-06-01

    To determine if middle school vaccination requirements are associated with higher coverage for adolescent vaccines. School entry requirements for receipt of vaccination for school entry or education of parents for 3 vaccines recommended for adolescents: tetanus/diphtheria-containing (Td) or tetanus/diphtheria/acellular pertussis (TdaP), meningococcal conjugate (MenACWY), and human papillomavirus (HPV) vaccines in place for the 2008-2009 school year were reviewed for the 50 states and the District of Columbia. Vaccination coverage levels for adolescents 13 to 17 years of age by state requirement status and change in coverage from 2008 to 2009 were assessed by using the 2008-2009 National Immunization Survey-Teen. For the 2008-2009 school year, 32 states had requirements for Td/TdaP (14 specifically requiring TdaP) and none required education; 3 states required MenACWY vaccine and 10 others required education; and 1 state required HPV vaccine and 5 required education. Compared with states with no requirements, vaccination requirements were associated with significantly higher coverage for MenACWY (71% vs 53%, P vaccines. No association was found between education-only requirements and coverage levels for MenACWY and HPV vaccines. States with new 2008-2009 vaccination requirements (n = 6, P = .04) and states with preexisting vaccination requirements (n = 26, P = .02) for Td/TdaP experienced a significant increase in TdaP coverage over states with no requirements. Middle school vaccination requirements are associated with higher coverage for Td/TdaP and MenACWY vaccines, whereas education-only requirements do not appear to increase coverage levels for MenACWY or HPV vaccines. The impact on coverage should continue to be monitored as more states adopt requirements.

  19. Fostering Literacy Learning with Three Middle School Special-Education Students Using Therapy Dogs as Reading Partners

    Science.gov (United States)

    Lamkin, Donna

    2017-01-01

    This case study explored dog-assisted reading with three middle-school special education students in a self-contained alternative school. Data collection conducted over a 15-month period included observations, interviews, and artifacts. In this study, reading with therapy dogs and their handlers, helped three adolescent readers with their reading…

  20. Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

    Science.gov (United States)

    Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

    Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

  1. Factors Influencing the Development of School Bonding Among Middle School Students

    Science.gov (United States)

    Oelsner, Jenny; Lippold, Melissa A.; Greenberg, Mark T.

    2012-01-01

    The goal of this research is to examine the trajectory of school bonding over the middle school period and how factors such as gender, substance use, antisocial peers, delinquent behavior, and academic achievement affect this developmental process. Data from 4 waves of measurement of 2,902 adolescents are analyzed using hierarchical growth curve modeling. Results suggest that school bonding decreases in a non-linear fashion from Grade 6–8. However, school bonding development varies based on inter-individual differences. Boys have lower initial levels and greater decreases in school bonding than girls. Student deviant behavior, having antisocial peers, and low academic achievement are associated with lower levels of school bonding at Grade 6. Low grades and an increase in substance use are associated with a steeper decrease of school bonding over time. Increases in substance use and being male are also associated with a curvilinear pattern of school bonding. Implications for interventions are discussed. PMID:22427716

  2. Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

    Science.gov (United States)

    Haden, C.; Styers, M.; Asplund, S.

    2015-12-01

    Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

  3. Addressing health disparities in middle school students' nutrition and exercise.

    Science.gov (United States)

    Frenn, Marilyn; Malin, Shelly; Bansal, Naveen; Delgado, Mary; Greer, Yvonne; Havice, Michael; Ho, Mary; Schweizer, Heidi

    2003-01-01

    Those with low income, especially women of African American and Hispanic heritage have the greatest risk of inactivity and obesity. A 4-session (Internet and video) intervention with healthy snack and gym labs was tested in 2 (gym lab in 1) urban low-middle-income middle schools to improve low fat diet and moderate and vigorous physical activity.1 The gym lab was particularly beneficial (p =.002). Fat in diet decreased with each Internet session in which students participated. Percentage of fat in food was reduced significantly p =.018 for Black, White, and Black/Native American girls in the intervention group. Interventions delivered through Internet and video may enable reduction of health disparities in students by encouraging those most at risk to consume 30% or less calories from fat and to engage in moderate and vigorous physical activity.

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

    Science.gov (United States)

    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…

  5. Race/Ethnicity and Social Capital among Middle- and Upper-Middle-Class Elementary School Families: A Structural Equation Model

    Science.gov (United States)

    Caldas, Stephen J.; Cornigans, Linda

    2015-01-01

    This study used structural equation modeling to conduct a first and second order confirmatory factor analysis (CFA) of a scale developed by McDonald and Moberg (2002) to measure three dimensions of social capital among a diverse group of middle- and upper-middle-class elementary school parents in suburban New York. A structural path model was…

  6. Cyberbullying Perpetration and Victimization Among Middle-School Students

    Science.gov (United States)

    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

  7. 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.

  8. Comparison of two violence prevention curricula for middle school adolescents.

    Science.gov (United States)

    DuRant, R H; Treiber, F; Getts, A; McCloud, K; Linder, C W; Woods, E R

    1996-08-01

    To compare the effectiveness of the Violence Prevention Curriculum for Adolescents to the Conflict Resolution: A Curriculum for Youth Providers among middle school students. A sample (N = 225) of adolescents (males = 48%) representing 20% of the student population in two middle schools were administered a pretest questionnaire. Of these students, 89% were African-American, 10% were white, and 1% were Native-American and lived in public housing (40%) or in neighborhoods adjacent to public housing (60%). Each school was randomly assigned to one of the curricula. Each curriculum was administered during 10 50-min sessions held twice a week over 5 weeks. One week later, 209 students who completed the 10 sessions were tested with the same questionnaire. The data were analyzed with a repeated-measures analysis of variance. Students who received either curriculum reported significant decreases in their self-reported use of violence in hypothetical conflict situations, frequency of use of violence in the previous 30 days, and frequency of physical fights in the previous 30 days. The conflict resolution curriculum was more effective in reducing the frequency of fights resulting in an injury requiring medical treatment in the previous 30 days. Both curricula were successful in reducing three indicators of violence. However, the conflict resolution approach was more successful in reducing the frequency of more severe physical fights requiring medical treatment. The latter finding is of particular importance, because that physical fighting is the form of violence behavior in which young adolescents most often engage.

  9. Pauli Exclusion Principle and the Law of Included Multiple-Middle

    Directory of Open Access Journals (Sweden)

    Fu Yuhua

    2014-12-01

    Full Text Available It has been found that bosons are not subject to the Pauli Exclusion Principle. This paper argues that in some cases the exclusion principle is also invalid for fermions. According to the Law of Included MultipleMiddle and the like, the 4 neutralities between Pauli Exclusion Principle's validity and invalidity are as follows: first, according to Neutrosophy, any proposition has three situations of truth, falsehood and indeterminacy respectively; second, some scholars have pointed out that the exclusion principle may be broken in highenergy state; third, due to the existance of man created law (man-made law, the broken exclusion principle and the man-made (instantaneous magnetic monopole can be artificially created; fourth, the exclusion principle is not compatible with law of conservation of energy, and in physics the principles that are not compatible with law of conservation of energy will be invalid in some cases,

  10. Scaffolding the Persuasive Writing of Middle School Students

    Science.gov (United States)

    Boyle, Joseph R.; Hindman, Annemarie H.

    2015-01-01

    The purpose of this exploratory study was to develop and test a strategy to support middle grade students' persuasive writing skills. The sample included 52 eighth-grade students who were either proficient or struggling writers. The students were randomly assigned to either receive training on a graphic organizer designed to scaffold effective…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  14. A Survey of Parental Involvement in Middle Schools in New Zealand

    Science.gov (United States)

    Hornby, Garry; Witte, Chrystal

    2010-01-01

    This article reports the results of a survey of parental involvement (PI) policy and practice in middle schools in a large New Zealand city. Principals at all 11 middle schools in the city were contacted and agreed to be interviewed. Interviews were conducted using a schedule that focuses on 11 aspects of PI: encouraging parents into school,…

  15. Examination of the Attitudes of Middle School Students towards Social Media

    Science.gov (United States)

    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…

  16. Middle School Principals' Perception of the Effect of Technology on Job Effectiveness

    Science.gov (United States)

    Blackwell, James M.

    2009-01-01

    The use of computers and computer-based applications is prevalent in schools, from the classroom to the principal's office. This study of middle school principals in Virginia and West Virginia addressed the following eight questions: (a) What computer technology applications are available to middle school principals? (b) What are the perceived…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  19. Effects of Daily Physical Education on Physical Fitness and Weight Status in Middle School Adolescents

    Science.gov (United States)

    Erfle, Stephen E.; Gamble, Abigail

    2014-01-01

    Background: In 2009, the Pennsylvania Department of Health developed the Active Schools Program (ASP) which required 30?minutes of daily physical education (PE) in middle schools to reduce childhood obesity. This investigation evaluated the ASP effects on physical fitness and weight status in middle school adolescents throughout 1 academic year.…

  20. The Restructuring and Implementation of an Effective Middle School Advisory Model

    Science.gov (United States)

    D'Amore, Ellen; Clayton, Erin

    2012-01-01

    The purpose of this action research study was to restructure and implement an effective middle school advisory model. This was conducted at a Middle School in Painesville Township, Ohio consisting of approximately 800 students. In order to meet Adequate Yearly Progress and adapt to the changes of the 21st century, a way to help the school progress…

  1. Middle school sexual harassment, violence and social networks.

    Science.gov (United States)

    Mumford, Elizabeth A; Okamoto, Janet; Taylor, Bruce G; Stein, Nan

    2013-11-01

    To pilot a study of social networks informing contextual analyses of sexual harassment and peer violence (SH/PV). Seventh and 8th grade students (N = 113) in an urban middle school were surveyed via a Web-based instrument. Boys and girls reported SH/PV victimization and perpetration at comparable rates. The proportion of nominated friends who reported SH/ PV outcomes was greater in boys' than in girls' social networks. Structural descriptors of social networks were not significant predictors of SH/PV outcomes. Collection of sensitive relationship data via a school-based Web survey is feasible. Full-scale studies and greater flexibility regarding the number of friendship nominations are recommended for subsequent investigations of potential sex differences.

  2. Project Trust: breaking down barriers between middle school children.

    Science.gov (United States)

    Batiuk, Mary Ellen; Boland, James A; Wilcox, Norma

    2004-01-01

    This paper analyzes the success of a camp retreat weekend called Project Trust involving middle school students and teachers. The goal of the camp is to break down barriers between cliques identified as active in the school. The camp focuses on building team relationships across clique membership and incorporates elements of peace education and conflict resolution. A treatment group (campers) and comparison group (noncampers) were administered an adaptation of the Bogardus Social Distance Test and the Piers-Harris Children's Self-Concept Scale before and after the camp. Attendance was found to lower social distance scores for nine of the ten groups/cliques. Campers also had higher self-concept scores after the retreat.

  3. Value recognition and eating patterns of Kimchi in female middle school students and their mothers

    OpenAIRE

    Kim, Jung-Hyun; Lee, Min-June; Yoon, In-Kyung

    2007-01-01

    This study analyzed Kimchi eating culture in 178 households with female middle school children located in Incheon and Seosan areas, investigated the Kimchi eating patterns of female middle school students, and also analyzed the differences in value recognition for Kimchi between mothers and their female middle school students. Results showed that 23.0% of subject households answered eat Kimchi at every meal and the main reason for eating Kimchi in most households was good for taste. Most hous...

  4. Gender, Age, Ethnicity Differences in Spatial Ability of Myanmar Middle School Students

    OpenAIRE

    Nu, Nu Khaing; Ishii, Hidetoki

    2013-01-01

    This study was conducted to investigate the levels of spatial ability of Myanmar middle school students across gender, age, and ethnicity by using a spatial ability test. It considered examining four spatial factors such as spatial perception, spatial orientation, spatial visualization and spatial manipulation. Therefore, the test includes four tasks; Paper Formboard for spatial perception. Figure Rotation for spatial orientation. Paper Folding for spatial visualization and Block Rotation for...

  5. The role of gender, age, and ethnicity in spatial test performance of Myanmar middle school students

    OpenAIRE

    KHAING, Nu Nu; YASUNAGA, Kazuhiro; ISHII, Hidetoki; カイ, ヌヌ; 安永, 和央; 石井, 秀宗

    2013-01-01

    This study was conducted to investigate the role of gender, age, and ethnicity in spatial test performance of Myanmar middle school students by using two equivalent spatial ability tests (S.A.T; form A and form B). It considered examining four spatial factors such as spatial perception, spatial orientation, spatial visualization and spatial manipulation. Therefore, the tests include four tasks; Paper Formboard for spatial perception, Figure Rotation for spatial orientation, Paper Folding for ...

  6. Learning Physics with Digital Game Simulations in Middle School Science

    Science.gov (United States)

    Anderson, Janice L.; Barnett, Mike

    2013-12-01

    The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p game. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment and the student interviews. This study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience.

  7. Bringing Street Art to School: Open to Include

    Science.gov (United States)

    Santos, Graça Duarte; Varandas, Elisabete

    2016-01-01

    Inclusive Education values differences by reducing barriers to learning and promoting active participation and positive interactions between all members of school community. Nowadays, school faces numerous children/adolescents who for several reasons have developed challenging behaviours and high risk of dropping out school. They come often from…

  8. Provisions in School Contracts: What to Include, What to Avoid

    Science.gov (United States)

    Horner, Jeffrey J.

    2011-01-01

    Many factors distinguish public school district transactions from private business transactions. Like any other business transaction, public school contracts should unambiguously describe the transaction and sufficiently outline the obligations of the parties. However, public school districts may be subject to distinctive laws that effectively…

  9. School Structures and Classroom Practices in Elementary, Middle, and Secondary Schools. Report No. 14.

    Science.gov (United States)

    McPartland, James M.; And Others

    This paper analyzes data from the Pennsylvania Educational Quality Assessment (EQA) and the National Assessment of Educational Progress (NAEP) to provide a description of grouping, staffing, and scheduling practices that currently exist in elementary, middle, and high schools. The practices are found to follow a continuum from elementary through…

  10. Supporting Middle School Students Whose Parents Are Deployed: Challenges and Strategies for Schools

    Science.gov (United States)

    Williams, Brenda

    2013-01-01

    Middle school students from military families face unique challenges, especially when their parents are deployed. Among the challenges they experience are frequent relocations; issues that affect academic achievement; uncertainty; and changes in roles, responsibilities, and relationships at home. Reunification involves issues of the returning…

  11. Which Middle-Level School Should We Choose? Four Common Traits of Schools Demonstrating Student Growth

    Science.gov (United States)

    Pfeiffer, Linda E.

    2015-01-01

    Few things strike fear in the hearts of parents like sending their child off to middle school. Parents of gifted learners fear for their child's safety--both emotional and physical--and their academic well-being. Having survived this transition, it occurred to the author that this experience would make an interesting research project and,…

  12. Exploring changes in middle-school student lunch consumption after local school food service policy modifications.

    Science.gov (United States)

    Cullen, Karen Weber; Watson, Kathy; Zakeri, Issa; Ralston, Katherine

    2006-09-01

    This study assessed the impact of changes in school food policy on student lunch consumption in middle schools. Two years of lunch food records were collected from students at three middle schools in the Houston, Texas area. During the first year, no changes occurred in the school food environment. After that school year was completed, chips and dessert foods were removed from the snack bars of all schools by the Food Service Director. Students recorded the amount and source of food and beverage items consumed. Point-of-service purchase machines provided a day-by-day electronic data file with food and beverage purchases from the snack bars during the 2-year period. Independent t-tests and time series analyses were used to document the impact of the policy change on consumption and sales data between the two years. In general, student consumption of sweetened beverages declined and milk, calcium, vitamin A, saturated fat and sodium increased after the policy change. Snack chips consumption from the snack bar declined in year 2; however, consumption of snack chips and candy from vending increased and the number of vending machines in study schools doubled during the study period. Ice cream sales increased significantly in year 2. Policy changes on foods sold in schools can result in changes in student consumption from the targeted environments. However, if all environments do not make similar changes, compensation may occur.

  13. Effectiveness of school-based smoking intervention in middle school students of Linzhi Tibetan and Guangzhou Han ethnicity in China.

    Science.gov (United States)

    Chen, Long; Chen, Yan; Hao, Yuantao; Gu, Jing; Guo, Yan; Ling, Wenhua

    2014-01-01

    The purpose of this paper is to assess the effectiveness of school-based intervention aimed to increase knowledge, to change attitudes and to reduce smoking-related behavior in both Linzhi Tibetan and Guangzhou Han middle school students in China. A concurrent intervention study was conducted in both Linzhi and Guangzhou. Two schools were randomly chosen and one was randomly assigned to the intervention group and the other to the control group in both settings. Participants were grade one and grade two middle school students drawn from two schools in Linzhi, Tibet Autonomous Region (southwest China) and two schools in Guangzhou, Guangdong Province (south China). The intervention program lasted for one year and covered three aspects: health policies in school, health environment in school and personal health skills. Primary outcomes were smoking-related knowledge, attitudes and behavior (including ever smoking, daily smoking, weekly smoking and current smoking) and were measured by a self-administered questionnaire before and after the intervention. This intervention increased smoking-related knowledge in both Tibetan (β=1.32, 95% CI (0.87-1.77)) and Han ethnic groups (β=0.47, 95% CI (0.11-0.83)). It changed attitudes toward smoking in Tibetan (β=1.47, 95% CI (0.06-2.87)) but not so in Han (β=-0.33, 95% CI (-1.68-1.01)). The intervention changed the prevalence of smoking in neither ethnic groups (P>0.05). The impact of school-based smoking intervention is different among Tibetan and Han students. This intervention was more effective for Tibetans when compared with the Han ethnic group. More research is needed on how intervention can be adapted to address ethnic and cultural differences. © 2013.

  14. Direct behavior rating as a school-based behavior screener for elementary and middle grades.

    Science.gov (United States)

    Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

    2013-06-01

    The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

  15. The Prevalence of Rape Myths among Middle School Students across Gender and Socioeconomic Background

    Directory of Open Access Journals (Sweden)

    Melissa Dyehouse

    2017-01-01

    Full Text Available A study designed to investigate the level and type of rape myths that are endorsed among middle school youth in terms of gender and socioeconomic background is reported in this paper. Participants were 582 seventh and eighth grade students who took part in Project Equality, a rape and sexual assault prevention curriculum that took place during eight, one and a half-hour sessions. The modified Illinois Rape Myth Acceptance Scale was administered to students before and after Project Equality. Results indicate that males endorse higher levels of rape myth acceptance, both before and after the intervention, although the number of endorsed myths decreased. Rape myth endorsement decreased following the intervention among participants of differing socioeconomic backgrounds. Males and females showed lower levels of rape myth acceptance following the intervention. Implications include finding more effective ways to target male youth and that Project Equality works to lower rape myths among middle school youth.

  16. Reasons for Electronic Cigarette Use Among Middle and High School Students - National Youth Tobacco Survey, United States, 2016.

    Science.gov (United States)

    Tsai, James; Walton, Kimp; Coleman, Blair N; Sharapova, Saida R; Johnson, Sarah E; Kennedy, Sara M; Caraballo, Ralph S

    2018-02-16

    Electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among U.S. middle school and high school students in 2016 (1). CDC and the Food and Drug Administration (FDA) analyzed data from the 2016 National Youth Tobacco Survey (NYTS) to assess self-reported reasons for e-cigarette use among U.S. middle school (grades 6-8) and high school (grades 9-12) student e-cigarette users. Among students who reported ever using e-cigarettes in 2016, the most commonly selected reasons for use were 1) use by "friend or family member" (39.0%); 2) availability of "flavors such as mint, candy, fruit, or chocolate" (31.0%); and 3) the belief that "they are less harmful than other forms of tobacco such as cigarettes" (17.1%). The least commonly selected reasons were 1) "they are easier to get than other tobacco products, such as cigarettes" (4.8%); 2) "they cost less than other tobacco products such as cigarettes" (3.2%); and 3) "famous people on TV or in movies use them" (1.5%). Availability of flavors as a reason for use was more commonly selected by high school users (32.3%) than by middle school users (26.8%). Efforts to prevent middle school and high school students from initiating the use of any tobacco product, including e-cigarettes, are important to reduce tobacco product use among U.S. youths (2).

  17. Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

    Science.gov (United States)

    Berg, Juliette K; Cornell, Dewey

    2016-03-01

    Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

  18. Middle School Administrators’ Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline

    NARCIS (Netherlands)

    Kennedy, Brianna L.; Murphy, Amy S.; Jordan, Adam

    2017-01-01

    This grounded theory study of how Title I middle school administrators determine students’ punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators’ choices were shaped by their upbringings, their experiences as parents,

  19. From teachers' perspective: Implementation of literacy materials in middle school science

    Science.gov (United States)

    Weingartner, Judith A.

    Documentation of adolescents' difficulty in comprehending textbooks spans a century. For just as long, researchers have advocated that explicit instruction of reading strategies can help students' comprehension of text; many have recommended that the best place to teach these strategies is within the content classroom (science, math, etc.), and taught by the content teacher. Despite this research, reading strategy instruction in content classrooms is not a common occurrence. In a large district with 300 middle school science teachers, some science teachers expressed concern about their students' reading difficulties with the district's science text. In response to those concerns, the middle school science coordinator organized a small committee to develop the Reading Strategies Handbook for Middle School Science for Teachers (the Handbook), believing that this tool would guide teachers' in implementing the Handbook's reading strategies and improve students' comprehension of the text. This was a qualitative study that explored 11 middle school science teachers' responses to implementing the Handbook. Data for this study were gathered through an e-mailed questionnaire, a classroom visitation, and one interview with each teacher participant. The study found that teachers' varied backgrounds influenced their beliefs about teaching and learning, and impacted their classroom practices. Teachers faced their district's expectations to implement reading strategies in the Handbook with minimal support and cited influences beyond their control that created tension with their decision whether to implement the Handbook. Teachers commented that a "one size fits all" curriculum and textbook-specific issues influenced their degree of using the Handbook's reading strategies. In addition, teachers identified time and pressure to cover curriculum as obstacles to implementing the Handbook. Implications of these findings include: (a) Professional development studies related to content

  20. School-related factors affecting smoking intention among Korean middle school students.

    Science.gov (United States)

    Ra, Jin Suk; Jung, Mi Sook

    2018-02-01

    This study examined school-related factors affecting smoking intention among Korean middle school students who were current non-smokers. We used a descriptive, cross-sectional design based on the model explaining smoking initiation among Asian adolescents, to analyze data from 561 adolescents aged 14-16years in middle school. School-related cognitive and psychological engagement and close friends' smoking were significantly associated with smoking intention after controlling for covariates, such as personal and familial factors. Of the familial factors, mothers' previous or current smoking status were significantly associated with smoking intention. In addition, for personal factors, smoking experience was associated with smoking intention. The explanatory power of these variables in the predictive model was 36.0%. Health care providers in schools and communities should develop smoking prevention strategies reflecting school-related factors associated with smoking intention such as improving school engagement and providing healthy alternative methods for social interaction with peers rather than smoking. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. The Learning Environment and the Reading Achievement of Middle School African American Male Students in a Suburban School Setting

    Science.gov (United States)

    Frazier, Nicole Denise

    2012-01-01

    The reading achievement of African American males might be impacted by a host of variables. This study was undertaken to determine if there was a difference in the culturally responsive characteristics present in the learning environment of a middle school and the reading achievement of middle school African American males. The purpose of this…

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

    Science.gov (United States)

    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…

  3. What do middle school children bring in their bag lunches?

    Science.gov (United States)

    Conway, Terry L; Sallis, James F; Pelletier, Robin L; Powers, Holly S; Marshall, Simon J; Zive, Michelle M; Elder, John P

    2002-04-01

    Limited documentation exists on nutritional characteristics of bag lunches, although about 30% of adolescents take them. This study describes: (a) the prevalence of different types of foods in bag lunches, (b) the number of kilocalories, percentage of kilocalories from fat, amount of total fat, saturated fat, cholesterol, and sugar, and (c) the differences related to gender and grade. In 24 middle schools, observations were made on 1,381 bag lunches (about 58 per school) during one semester. The most common bag lunch components were beverages and sandwiches. Fruits were more common than vegetables; non-chip snacks and chips were more common than cookies, candy, and cakes/pies. Bag lunches averaged 596.2 kcal (29.7% from fat), 20.8 g of total fat, 6.2 g of saturated fat, 32.6 mg of cholesterol, and 21.3 g of sugar. Boys' bag lunches had significantly more kilocalories, total fat, saturated fat, cholesterol, and percentage of energy from fat than girls' lunches. Significant grade differences were found only for total fat and cholesterol, with seventh graders bringing more than sixth graders. More research on the nutritional quality of foods brought to school in bag lunches is important for gaining a better understanding about how to improve students' nutrition. (C)2002 Elsevier Science (USA).

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

    Science.gov (United States)

    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…

  5. Photographs and Classroom Response Systems in Middle School Astronomy Classes

    Science.gov (United States)

    Lee, Hyunju; Feldman, Allan

    2015-08-01

    In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new pedagogical method, students observe objects or phenomena in photographs and use the information to develop understanding of the scientific concepts. They share their ideas in classroom discussion with the assistance of the CRS. Pre- and posttest results showed that the new pedagogy helped students overcome primitive conceptions and enhanced their understanding of the concepts. The observation of the rich details of photographs played three pedagogical roles in classroom discussion: easing students' anxiety about learning a new scientific concept; continuous stimulus of learning; and as evidence or data.

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

    Directory of Open Access Journals (Sweden)

    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.

  7. Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

    Science.gov (United States)

    Makhoul, Baha

    2017-08-01

    The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

  8. Understanding motivational structures that differentially predict engagement and achievement in middle school science

    Science.gov (United States)

    Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

    2016-01-01

    Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed.

  9. An Intervention to Reduce Bicycle Injuries among Middle School Students in Rural China

    Directory of Open Access Journals (Sweden)

    Yanhu Ji

    2017-06-01

    Full Text Available This study aimed to evaluate the effectiveness of an intervention to reduce bicycle injuries among rural middle school students in China. A one-year cluster-randomized controlled trial was conducted with seventh grade students from six middle schools in two towns in rural Chaoshan, China. The two towns were randomly assigned to either the intervention or control group. Road safety education materials, two lectures on road safety, and a series of health education activities were delivered to 1312 students in the intervention group over one year, and the content of the intervention included traffic safety knowledge, methods of preventing bicycle injury and management of bicycle injuries. Questionnaires weere administered to the two groups before and after the intervention to measure the incidence, cognitions, and behaviors related to bicycle injuries. The pre-intervention incidence of bicycle injuries exhibited no significant difference between the two groups, while the difference reached significance after the intervention (χ2 = 13.409, p < 0.001. In the intervention group, the incidence decreased significantly after the intervention (χ2 = 8.137, p = 0.004, while no significant change was observed in the control group. Publicity and education intervention measures have certain short-term effects on the prevention of bicycle injuries among rural middle school students; we should approach intervention measures according to the characteristics of traffic injuries in different areas.

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

    Science.gov (United States)

    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…

  11. Safety in Numbers? Middle-Class Parents and Social Mix in London Primary Schools

    Science.gov (United States)

    Vowden, Kim James

    2012-01-01

    Research into parents' secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56…

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

    Science.gov (United States)

    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…

  13. Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

    Science.gov (United States)

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-01-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

  14. Effect of Middle School Students' Motivation to Learn Technology on Their Attitudes toward Engineering

    Science.gov (United States)

    Kwon, Hyuksoo

    2016-01-01

    The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea's…

  15. A Multiyear Investigation of Combating Bullying in Middle School: Stakeholder Perspectives

    Science.gov (United States)

    Shriberg, David; Burns, Mallory; Desai, Poonam; Grunewald, Stephanie; Pitt, Rachel

    2015-01-01

    Working collaboratively to address bullying among middle school students is an ongoing challenge. This study used participatory action research to collaborate with key stakeholders within a middle school to identify needs and implement more effective practices. Extensive qualitative and quantitative data are presented, along with process…

  16. Graduate Student Fellowship Program Effects on Attitude and Interest toward Science of Middle School Students

    Science.gov (United States)

    Lindner, James R.; Rayfield, John; Briers, Gary; Johnson, Larry

    2012-01-01

    The purpose of this study was to describe the effects of a graduate student fellowship program on middle school students' attitude toward science and their interest in science. Using a descriptive and correlational research design, data were collected from 588 middle school students (grades 6, 7, and 8). Participants completed a pretest and a…

  17. A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

    Science.gov (United States)

    Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul

    2011-01-01

    This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…

  18. Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

    Science.gov (United States)

    Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan

    2014-01-01

    The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…

  19. What Works Clearinghouse Quick Review: "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"

    Science.gov (United States)

    What Works Clearinghouse, 2013

    2013-01-01

    This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state…

  20. Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM

    Science.gov (United States)

    Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra; Periathiruvadi, Sita

    2013-01-01

    Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical…

  1. How Teacher Attitudes on Technology Adoption Promotes Social Change in the Middle School Classroom

    Science.gov (United States)

    Owens, Sandra J.

    2009-01-01

    Research indicates that a significant percentage of teachers are not using instructional technology in the classrooms. Other concerns focus on improving middle school students' academic achievement especially in mathematics and reading. The purpose of this study was to examine middle school teachers' attitudes toward use and adoption of…

  2. The Lord Kelvin Project: Middle School Science for the 21st Century.

    Science.gov (United States)

    Foti, Sebastian; Ledbetter, Ric; Taylor, Fred; Al-Kazemi, Ebraheem

    This paper introduces and reports upon lessons learned during the development phase of the Lord Kelvin Middle School Science Program. For the past two years, a set of tools to help middle school students learn science in a way that uses the full power of today's technology has been under development. Lord Kelvin is a robust collection of science…

  3. Preliminary Exploration of the Mental Health Education Competency Survey of Primary and Middle School Head Teachers

    Science.gov (United States)

    Liu, Chunyu; Liu, Yanling; Guo, Cheng; Lan, Haiying

    2014-01-01

    Despite a recent focus on the mental health of students, primary and middle school mental health education in China has been hampered by a lack of resources and inadequate professional training. This study assessed the mental health education competency of primary and middle school head teachers using the Mental Health Education Competency…

  4. The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement

    Science.gov (United States)

    Mickelson, Roslyn Arlin

    2015-01-01

    Middle schools are important because they launch students on trajectories that they are likely to follow throughout their formal educations. This study explored the relationship of first-generation segregation (elementary and middle school racial composition) and second-generation segregation (racially correlated academic tracks) to reading and…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  7. Improving Homework Completion and Motivation of Middle School Students through Behavior Modification, Graphing, and Parent Communication

    Science.gov (United States)

    Hein, Dawn L.; Wimer, Sandra L.

    2007-01-01

    An action research project report was complete to discuss how homework completion and motivation is an ongoing issue and debate within the public schools. This is especially true in the middle school setting. The teacher researchers of this project chose to conduct a study in order to increase homework completion and motivation of middle school…

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

    Science.gov (United States)

    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…

  9. Teaching in Middle School Technology Education: A Review of Recent Practices

    Science.gov (United States)

    Sherman, Thomas M.; Sanders, Mark; Kwon, Hyuksoo

    2010-01-01

    We review articles published between 1995 and 2008 in four journals that are the primary scholarly resources for Technology Education middle school teaching. This descriptive study identified four main issues that scholars addressed: what should be taught in middle school, the structure and content of curriculum transformation, integrating…

  10. Balancing School and Cool: Tactics of Resistance and Accommodation among Black Middle-Class Males

    Science.gov (United States)

    Allen, Quaylan

    2013-01-01

    The school lives of black middle-class males are often overlooked and understudied. An exploration at the intersection of race, class and gender for black middle-class males provides opportunity for a more nuanced understanding of the black male schooling experience. Drawing upon student resistance theories as analytical tools and employing…

  11. An Exemplar of Inclusion: a Case Study of an Exemplary Middle School Mathematics Inclusion Program

    Science.gov (United States)

    Black, Frederick J., Jr.

    2012-01-01

    This qualitative case study examined the inclusion program of students receiving special education services in a general education mathematics classroom at an exemplary middle school in the southern region of Texas. This study sought to identify the best practices of a highly effective middle school mathematics inclusion program. This study…

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

    Science.gov (United States)

    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…

  13. Life Skills Training for Middle and High School Students with Autism

    Science.gov (United States)

    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…

  14. Bridging the Divide: A Case Study Investigating Digitally-Wise Teacher Perceptions of Middle School Cyberbullying

    Science.gov (United States)

    Graves, Tiffany Nicole

    2013-01-01

    The purpose of this qualitative case study was to explore the perceptions of middle school, technologically proficient, or digitally-wise teachers, regarding how they defined, prevented, recognized, and handled incidences of cyberbullying in four middle schools located in Southern Virginia. Data was collected using an open-ended questionnaire,…

  15. Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Montague, Marjorie; Enders, Craig; Dietz, Samantha

    2011-01-01

    The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…

  16. Which Middle School Model Works Best? Evidence from the Early Childhood Longitudinal Study

    Science.gov (United States)

    Carolan, Brian V.; Weiss, Christopher C.; Matthews, Jamaal S.

    2015-01-01

    There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and…

  17. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    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…

  18. Middle School Girls: Experiences in a Place-Based Education Science Classroom

    Science.gov (United States)

    Shea, Charlene K.

    2016-01-01

    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…

  19. Bridging the Great Homework Divide: A Solutions Guide for Parents of Middle School Students

    Science.gov (United States)

    National Education Association Research Department, 2006

    2006-01-01

    In a recent survey, parents and middle school students reported that they are challenged by the demands of homework. Responses to the survey, titled "The Great Homework Divide," indicate that students and their parents are struggling to adjust to the middle school workload, which can be both heavier and more varied than previously experienced by…

  20. Improvements in middle school student dietary intake after implementation of the Texas Public School Nutrition Policy.

    Science.gov (United States)

    Cullen, Karen Weber; Watson, Kathy; Zakeri, Issa

    2008-01-01

    We assessed the effect of the Texas Public School Nutrition Policy on middle school student lunchtime food consumption. Three years of lunch food records were collected from middle school students in southeast Texas: baseline (2001-2002), after local district changes (2002-2003), and 1 year after implementation of the Texas Public School Nutrition Policy (2005-2006). Students recorded amount and source of foods and beverages they consumed. Analysis of variance and covariance and nonparametric tests were used to compare intake after the policy change with intake during the 2 previous years. After implementation of the nutrition policy, student lunch consumption of vegetables, milk, and several nutrients increased (protein, fiber, vitamins A and C, calcium, and sodium), and consumption of less desirable items (sweetened beverages, snack chips) decreased, as did percentage of energy from fat. Most of the desired nutrients and foods (vegetables and milk) were obtained from the National School Lunch Program meal. Fewer sweetened beverages, candy, chips, and dessert foods were purchased and consumed, but more of these items were brought from home and purchased from the snack bar. Overall, state school nutrition policies can improve the healthfulness of foods consumed by students at lunch.

  1. Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

    Science.gov (United States)

    Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

    2013-12-01

    A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE

  2. Implementing Smarter Lunchrooms Makeovers in New York state middle schools: an initial process evaluation.

    Science.gov (United States)

    Thomas, Laura N; Hill, Tisa F; Gaines, Alisha; Dollahite, Jamie S

    2016-01-01

    This paper presents design and findings from the process evaluation of a randomized controlled trial (RCT) testing the effectiveness of Smarter Lunchrooms Movement (SLM) interventions to encourage consumption of either fruit, vegetables, or unflavored milk in middle school cafeterias (grades 6-8, typically children ages 10-14 years). Using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework adapted for environmental interventions, the process evaluation monitored fidelity to SLM protocol, determined barriers and facilitators influencing fidelity, and identified the training and support needs of implementers. Under research team guidance, community partners (interventionists) assisted school food service staff (providers) with a six week implementation of protocol items in 13 public middle school cafeterias (two milk treatment, three vegetable treatment, four fruit treatment, and four control) in New York State during the 2013-2014 academic year. Process evaluation measures included semi-quantitative measures of implementation and maintenance (lunchroom audits) and qualitative data (environmental assessments and semi-structured interviews with school food service staff). Analyses identified challenges and opportunities for improving intervention delivery. Approximately 75 % of enrolled students participated in school lunch programs and thus were exposed to the SLM intervention. Findings indicated potential contamination by other nutrition-related activities in the lunchroom and larger school environment may have affected the intervention impact. Modest implementation fidelity scores were observed for intervention treatments. Providers reported treatments were acceptable and feasible, however interventionists confirmed motivation and perceived effectiveness varied among schools. Post-intervention audits revealed limited maintenance of intervention protocols. Strategies to enhance buy-in and communication among providers and

  3. Infant feeding and school attainment in five cohorts from low- and middle-income countries.

    Science.gov (United States)

    Horta, Bernardo L; Bas, Abet; Bhargava, Santosh K; Fall, Caroline H D; Feranil, Alan; de Kadt, Julia; Martorell, Reynaldo; Richter, Linda M; Stein, Aryeh D; Victora, Cesar G

    2013-01-01

    Performance in intelligence tests tends to be higher among individuals breastfed as infants, but little is known about the association between breastfeeding and achieved schooling. We assessed the association of infant feeding with school achievement in five cohorts from low- and middle-income countries. Unlike high-income country settings where most previous studies come from, breastfeeding is not positively associated with socioeconomic position in our cohorts, thus reducing the likelihood of a spurious positive association. Participants included 10,082 young adults from five birth cohorts (Brazil, India, Guatemala, the Philippines, and South Africa). The exposures variables were whether the subject was ever breastfed, total duration of breastfeeding, and age at introduction of complementary foods. We adjusted the estimates for age at follow up, sex, maternal age, smoking during pregnancy, birthweight and socioeconomic position at birth. The key outcome was the highest grade achieved at school. In unadjusted analyses, the association between ever breastfeeding and schooling was positive in Brazil, inverse in the Philippines, and null in South Africa; in adjusted analyses, these associations were attenuated. In Brazil, schooling was highest among individuals breastfed for 3-12 months whereas in the Philippines duration of breastfeeding was inversely associated with schooling; and null associations were observed in South Africa and Guatemala. These associations were attenuated in adjusted models. Late introduction of solid foods was associated with lower schooling achievement in Brazil and South Africa. Measures of breastfeeding are not consistently related to schooling achievement in contemporary cohorts of young adults in lower and middle-income countries.

  4. Infant feeding and school attainment in five cohorts from low- and middle-income countries.

    Directory of Open Access Journals (Sweden)

    Bernardo L Horta

    Full Text Available Performance in intelligence tests tends to be higher among individuals breastfed as infants, but little is known about the association between breastfeeding and achieved schooling. We assessed the association of infant feeding with school achievement in five cohorts from low- and middle-income countries. Unlike high-income country settings where most previous studies come from, breastfeeding is not positively associated with socioeconomic position in our cohorts, thus reducing the likelihood of a spurious positive association.Participants included 10,082 young adults from five birth cohorts (Brazil, India, Guatemala, the Philippines, and South Africa. The exposures variables were whether the subject was ever breastfed, total duration of breastfeeding, and age at introduction of complementary foods. We adjusted the estimates for age at follow up, sex, maternal age, smoking during pregnancy, birthweight and socioeconomic position at birth. The key outcome was the highest grade achieved at school. In unadjusted analyses, the association between ever breastfeeding and schooling was positive in Brazil, inverse in the Philippines, and null in South Africa; in adjusted analyses, these associations were attenuated. In Brazil, schooling was highest among individuals breastfed for 3-12 months whereas in the Philippines duration of breastfeeding was inversely associated with schooling; and null associations were observed in South Africa and Guatemala. These associations were attenuated in adjusted models. Late introduction of solid foods was associated with lower schooling achievement in Brazil and South Africa.Measures of breastfeeding are not consistently related to schooling achievement in contemporary cohorts of young adults in lower and middle-income countries.

  5. Improving Middle School Student Engagement through Career-Relevant Instruction in the Core Curriculum

    Science.gov (United States)

    Orthner, Dennis K.; Jones-Sanpei, Hinckley; Akos, Patrick; Rose, Roderick A.

    2013-01-01

    The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based…

  6. Middle Grades' School Models and Their Impact on Early Adolescent Self-Esteem

    Science.gov (United States)

    Booth, Margaret Zoller; Sheehan, Heather Chase; Earley, Mark A.

    2007-01-01

    Throughout the world, school grade structures are most variable during the early adolescent years when students can find themselves in a variety of school models. This paper investigates the impact of two popular school models in the United States (middle school and K-8) on the self-esteem and self-concept of early adolescents. Based on mixed…

  7. "STEMming" the Swell of Absenteeism in Urban Middle Grade Schools: Impacts of a Summer Robotics Program

    Science.gov (United States)

    Mac Iver, Martha Abele; Mac Iver, Douglas J.

    2014-01-01

    Attendance is probably the most fundamental behavioral indicator of student engagement with school. Though many students fall off-track to success for the first time in ninth grade, poor attendance patterns often begin increasing in middle school and become worse in high school. Missing school during the secondary grades can often be traced to low…

  8. Alcohol consumption in Polish middle and high school pupils – has this rapidly increased during 2009–11?

    Directory of Open Access Journals (Sweden)

    Paulina Wojtyła-Buciora

    2014-09-01

    Full Text Available [b]Introduction.[/b] The dynamic rise of alcohol consumption in adolescents is a matter of serious concern, requiring frequently updated monitoring. By such means, it is possible to optimise preventative measures for dealing with this problem. [b]Objective[/b]. To estimate the magnitude/amount and frequency of alcohol consumed by middle and high school pupils in Poland, including the circumstances when alcohol was first drunk. [b]Materials and Methods[/b]. A randomised survey was performed throughout Poland on middle school (junior high school pupils, (n=9360 in 2009, followed by both middle and high school pupils in 2011 (n=7971. The questionnaire was devised by the Polish Chief Sanitary Inspectorate (GIS. [b]Results[/b]. A strikingly sharp increase in alcohol consumption (29% was observed in subjects between 2009 – 2011. In the latter year, 1 month prior to survey, respectively, 50% and 71% of middle school and high school pupils drank alcohol, and correspondingly, 36% and 63% of these pupils ever became intoxicated/drunk. [b]Conclusions[/b]. 1 Adolescent alcohol consumption increases with age and is highest in girls. Monitoring as well as in-depth analysis thus becomes necessary. 2 Systematic monitoring and analysis of changing healthy lifestyle behaviour should be used for taking the necessary corrective action. This should happen concurrently and consist of planned health education programmes, including health promotion.

  9. Independent Evaluation of Middle School-Based Drug Prevention Curricula: A Systematic Review.

    Science.gov (United States)

    Flynn, Anna B; Falco, Mathea; Hocini, Sophia

    2015-11-01

    Lack of robust program evaluation has hindered the effectiveness of school-based drug abuse prevention curricula overall. Independently evaluated randomized controlled trials (RCTs) of universal, middle school-based drug abuse prevention curricula are the most useful indicators of whether such programs are effective or ineffective. To conduct a systematic review identifying independently evaluated RCTs of universal, middle school-based drug abuse prevention curricula; extract data on study quality and substance use outcomes; and assess evidence of program effectiveness. PsycInfo, Educational Resources Information Center, Science Citation Index, Social Science Citation Index, Cumulative Index to Nursing and Allied Health Literature, MEDLINE, EMBASE, and the Cochrane Database of Systematic Reviews were searched between January 1, 1984, and March 15, 2015. Search terms included variations of drug, alcohol, tobacco, and marijuana use, as well as school, prevention, and effectiveness. Studies included in the review were RCTs carried out by independent evaluators of universal school-based drug prevention curricula available for dissemination in the United States that reported alcohol, tobacco, marijuana, or other drug use outcomes. Two researchers extracted data on study quality and outcomes independently using a data extraction form and met to resolve disagreements. A total of 5071 publications were reviewed, with 13 articles meeting final inclusion criteria. Of the 13 articles, 6 RCTs of 4 distinct school-based curricula were identified for inclusion. Outcomes were reported for 42 single-drug measures in the independent RCTs, with just 3 presenting statistically significant (P drug prevention curricula. Independent evaluations show little evidence of effectiveness for widely used programs. New methods may be necessary to approach school-based adolescent drug prevention.

  10. Perceptions of middle school educators in Hawai'i about school-based gardening and child health.

    Science.gov (United States)

    Ahmed, Ameena T; Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

    2011-07-01

    Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai'i were conducted. Data were analyzed using a grounded theory approach. Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. In order to be effective at obesity prevention, school-based gardening programs in Hawai'i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health.

  11. [Study on the school-related-factors of attempted suicide among rural middle school students].

    Science.gov (United States)

    Xing, Xiu-Ya; Tao, Fang-Biao; Hao, Jia-Hu; Xu, Shao-Jun; Su, Pu-Yu; Huang, Zhao-Hui

    2009-01-01

    This study was undertaken to examine possible relationship between attempted suicide and underachievement, bullying, low life satisfaction and low self-concept at school. An anonymous self-report survey assessing demographic characteristics and the major risk factors of teenage attempted suicide was completed by students from 16 middle schools in grades seven to twelve in 4 counties of Anhui province (age 10 to 21 years). An anonymous questionnaire was used to rate attempted suicide, bullying involvement and learning performance. Attempted suicide was defined as: experiencing specific suicide actions at least one time during the 12 months preceding the survey. Multidimensional Students' Life Satisfaction Scale and Children' s Self-concept Scale were used to evaluate satisfaction and self-conscience on and at respectively. In total, 10 894 respondents substantially completed the survey. Multiple logistic-regression analyses, controlling for socio-demographic variables, was used to analyze if underachievement, bullying, low school life satisfaction and low children' s self-conscience at school had been risk factors. 629 participants (5.8%) reported having made at least one attempted suicide within the last 12 months. Students being underachieved were significantly having more attempted suicide events than those excellent students (chi2 = 11.39, P = 0.023). Students being both bully-victims and practiced bully were significantly more than those being only practiced bully (28.7% vs. 15.8% , P bullying, lower school life satisfaction and low self conscience were risk factors for attempted suicide. Data from this study confirmed that school bullying and children' s self-conscience at school were significantly associated with attempted suicide among rural middle school students in Anhui province. It is of importance to improve the school' s environments to reduce the risk of attempted suicide among this group.

  12. Middle school students' attitudes toward math and STEM career interests: A 4-year follow-up study

    Science.gov (United States)

    Schneider, Madalyn R.

    The purpose of the current study is to examine middle school students' attitudes toward math, intent to pursue STEM-related education and occupations, and STEM interest from middle school to high school. The data used in this study are from a larger, on-going National Science Foundation (NSF) grant-funded study that is investigating middle school students' disengagement while using the Assistments system (Baker, Heffernan & San Pedro, 2012), a computer-based math tutoring system. The NSF grant study aims to explore how disengagement with STEM material can aid in the prediction of students' college enrollment as well as how it may interact with other factors affecting students' career choices (San Pedro, Baker, Bowers, Heffernan, 2013). Participants are students from urban and suburban schools in Massachusetts measured first in middle school and again four years later. Measures at Time 1 included: various items related to attitudes toward mathematics, occupations they could see themselves doing as adults, and the Brief Self-Control Scale (Tangney, Baumeister, & Luzio Boone, 2004). Measures at Time 2 included: items requesting the students' current mathematics and science courses and intended majors or occupations following high school graduation. Exploratory factor analysis, multiple regression and logistic regression analyses were used to test the following four hypotheses: I. There will be several distinct factors that emerge to provide information about middle school students' attitudes toward math; II. Students' attitudes toward math will correlate positively and significantly with students' intent to pursue STEM-related careers at Time 1 with a medium effect; III. Middle school attitudes toward mathematics will relate positively and significantly to level of high school mathematics and science courses with a medium effect; IV. Middle school intent to pursue STEM will correlate positively and significantly with high school intent to pursue STEM majors

  13. Incorporating a healthy reimbursable snack in an afterschool homework program for middle school students: a case study.

    Science.gov (United States)

    Nanney, Marilyn S; Olaleye, Temitope M; Wang, Qi

    2012-04-01

    This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In spring 2009, two cross-sections of middle school students completed study measures, including snack preferences. Key school personnel completed follow-up interviews assessing program feasibility. Survey evaluations from 110 students at baseline and 113 at posttest suggested improved preferences for healthy snacks. Teacher supervisors (n = 3) and the assistant principal rated the pilot project as feasible and beneficial, whereas school food service (n = 3) rated the program unsustainable because of administration logistics and costs. The addition of healthy snacks to afterschool programs was liked by students and teachers. However, policies that support simpler accountability procedures may be needed for school-based afterschool snack programs to be sustainable.

  14. An Exploratory Study of a Robotics Educational Platform on STEM Career Interests in Middle School Students

    Science.gov (United States)

    Hinton, Tracy Barger

    With the large expected growth in STEM-related careers in American industries, there are not enough graduates to fill these positions (United States Department of Labor, 2015). Increased efforts are being made to reform STEM education from early childhood to college level studies, mainly through increased efforts to incorporate new technologies and project-based learning activities (Hegedorn & Purnamasari, 2012). At the middle school level, a robotics educational platform can be a worthwhile activity that provides hands-on learning as students learn basic programming and engineering skills (Grubbs, 2013). Based on the popularity of LEGO toys, LEGO Education developed an engaging and effective way to learn about computer programming and basic engineering concepts (Welch & Huffman, 2011). LEGO MINDSTORMS offers a project-based learning environment that engages students in real-life, problem-solving challenges. The purpose of this qualitative study was to investigate the instructional use of a robotics educational curriculum on middle school students' attitudes toward and interests in STEM and their experiences with LEGO Robotics activities. Participants included 23 seventh grade students who were enrolled in a Career Cluster Technologies I class in a suburban middle school. Data for the study were collected from three focus group interviews, open-ended surveys, classroom observations, and the Career Cruising program. Findings revealed that the robotics activities led to an increased interest and higher self-efficacy in STEM tasks. If students continue to nurture and develop their STEM interests, it is possible that many of them may develop higher confidence and eventually set personal goals related to STEM classes and careers. While other studies have been conducted on similar topics, this qualitative research is unique because it contributed to the gap in research that investigates the impact of an in-class robotics curriculum on middle school students' attitudes

  15. A private school leadership perspective on highly qualified middle school science teachers

    Science.gov (United States)

    Bogaski, Carolyn Siniscalchi

    The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

  16. Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status

    DEFF Research Database (Denmark)

    Dietrichson, Jens; Bøg, Martin; Filges, Trine

    2017-01-01

    Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design......, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000-2014, 76 percent of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate...

  17. Epidemiology as a liberal art: from graduate school to middle school, an unfulfilled agenda.

    Science.gov (United States)

    Bracken, Michael B

    2014-03-01

    Calls by Lilienfeld, Fraser, and others some three decades ago to introduce epidemiology into undergraduate college education remain largely unfulfilled. Consideration of epidemiology as a "liberal art" has also led to exploring possibilities for introducing epidemiology into early education: to high and even middle schools. Adding epidemiology to school curricula should help educate the public to understand science-based evidence concerning the causes and treatments of disease, help inoculate them against a tsunami of biased and fraudulent media messaging, and permit advancing postgraduate education in epidemiology to even higher levels of scholarship. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Value recognition and eating patterns of Kimchi in female middle school students and their mothers.

    Science.gov (United States)

    Kim, Jung-Hyun; Lee, Min-June; Yoon, In-Kyung

    2007-01-01

    This study analyzed Kimchi eating culture in 178 households with female middle school children located in Incheon and Seosan areas, investigated the Kimchi eating patterns of female middle school students, and also analyzed the differences in value recognition for Kimchi between mothers and their female middle school students. Results showed that 23.0% of subject households answered eat Kimchi at every meal and the main reason for eating Kimchi in most households was good for taste. Most households made their own Kimchi, and only 12.3% of households bought Kimchi. Subject households preferred hot and spicy taste (34.8%) and pleasing taste (20.2%), and 44.4% of middle school children answered as eating Kimchi at every meal, and the source for information on Kimchi was home in 51.6% and mass media in 33.7%, suggesting the lack of school education. Both mothers and their female middle school students placed high value on Kimchi for its nutritional aspect and on Kimchi from the market for its convenience. Mothers showed significantly higher value (pKimchi compared to their middle school students, and female middle school students showed significantly higher value (pKimchi as an international food compared to their mothers. Also, the value for hot pepper powder was high among other additional ingredients, and both mothers and middle school students had high values for Kimchi stew among other food dishes using Kimchi, and middle school students showed higher values (pKimchi such as Kimchi pizza and Kimchi spaghetti compared to the mothers group. Therefore, based on these results, the development of educational programs on Kimchi is needed not only at home but also at schools, by re-emphasizing the importance of value recognition for KImchi in our food culture.

  19. Supporting Young Adolescents' Middle-to-High-School Transition by Creating a Ninth Grade Community of Care: Implications for Middle Grades Educators

    Science.gov (United States)

    Ellerbrock, Cheryl R.; Kiefer, Sarah M.

    2014-01-01

    The middle-to-high-school transition and the first year of high school are critical periods in students' lives. According to the Southern Regional Education Board (SREB), "The passage of students from the middle grades to high school is the most difficult transition point in education" (2002, p. 24). Although there are many different…

  20. Correlates of gratitude disposition in middle school students: gender differences.

    Science.gov (United States)

    Choi, Jung-hyun; Yu, Mi

    2014-01-01

    Gratitude disposition is positively associated with happiness. The purpose of this study was to identify influencing factors on gratitude disposition by gender differences in middle school students. Cross-sectional study using self-reported questionnaires were administered to participants (n=372) aged between 13 ∼ 15 years in Seoul and Chungnam Province in Korea. The collected data were analyzed with SPSS18.0 statistical program, and frequency analysis and logistic regression analysis were used in the research. The mean score of family abuse of boys was significantly higher than girls' score (t=3.016, p=0.003). In subscales of development assets, empowerment (t=2.264, p=0.024), boundaries and expectation (t=2.476, p=0.014), and commitment to learning (t=1.971, p=0.049) were significantly higher in boys. The results of logistic regression analysis showed that age (OR 0.334, CI 0.130∼0.862), peer relationship (OR 2.280, CI 1.124∼4.623), social support (OR 2.584, CI 1.176∼5.676), positive identity (OR 3.138, CI 1.256∼7.840) were significantly associated with gratitude disposition for boys, while school violence (OR 0.050, CI 0.003∼0.907) and positive identity (OR 2.937, CI 1.313∼6.567) were significantly associated with gratitude disposition for girls. This study suggests that it is important to protect adolescents from family abuse and school violence, furthermore, developmental assets should be developed to increase to gratitude disposition.

  1. Middle school children's game playing preferences: Case studies of children's experiences playing and critiquing science-related educational games

    Science.gov (United States)

    Joseph, Dolly Rebecca Doran

    The playing of computer games is one of the most popular non-school activities of children, particularly boys, and is often the entry point to greater facility with and use of other computer applications. Children are learning skills as they play, but what they learn often does not generalize beyond application to that and other similar games. Nevertheless, games have the potential to develop in students the knowledge and skills described by national and state educational standards. This study focuses upon middle-school aged children, and how they react to and respond to computer games designed for entertainment and educational purposes, within the context of science learning. Through qualitative, case study methodology, the game play, evaluation, and modification experiences of four diverse middle-school-aged students in summer camps are analyzed. The inquiry focused on determining the attributes of computer games that appeal to middle school students, the aspects of science that appeal to middle school children, and ultimately, how science games might be designed to appeal to middle school children. Qualitative data analysis led to the development of a method for describing players' activity modes during game play, rather than the conventional methods that describe game characteristics. These activity modes are used to describe the game design preferences of the participants. Recommendations are also made in the areas of functional, aesthetic, and character design and for the design of educational games. Middle school students may find the topical areas of forensics, medicine, and the environment to be of most interest; designing games in and across these topic areas has the potential for encouraging voluntary science-related play. Finally, when including children in game evaluation and game design activities, results suggest the value of providing multiple types of activities in order to encourage the full participation of all children.

  2. Parents’ Perspectives on Family Sexuality Communication from Middle School to High School

    Science.gov (United States)

    Grossman, Jennifer M.; Jenkins, Lisa J.; Richer, Amanda M.

    2018-01-01

    Parents’ conversations with teens about sex and relationships can play a critical role in improving teenage reproductive health by reducing teens’ risky sexual behavior. However, little is known about how teen-parent communication changes from early to middle adolescence and how parents can tailor their communication to address their teens’ changing development and experiences during these periods. In this longitudinal qualitative study, U.S. parents (N = 23) participated in interviews when their teens were in early adolescence, then again when the teens were in middle adolescence. Participants were largely mothers and were from diverse racial/ethnic and educational backgrounds. Thematic analysis was used to assess continuity and change in parents’ perceptions of teen-parent communication. Findings showed that many parents adapted their conversations with their teens about sex and relationships as teens developed. Once teens had entered high school, more parents described feeling comfortable with their conversations. However, parents also more often reported that their teens responded negatively to the communication in high school than they had in middle school. These findings may help parents to anticipate their own as well as their teens’ responses to family conversations about sex at different developmental time points and to strategize how to effectively talk with their teens about sex and relationships to improve their teens’ overall reproductive health. PMID:29320447

  3. Conflict resolution and peer mediation in middle schools: extending the process and outcome knowledge base.

    Science.gov (United States)

    Smith, Stephen W; Daunic, Ann P; Miller, M David; Robinson, T Rowand

    2002-10-01

    Many professional educators are implementing school-based prevention focused on conflict resolution (CR) and peer mediation (PM). The authors conducted research on CR-PM in 3 middle schools. Specifically, they surveyed teachers and students, tracked disciplinary incidents across school years, collected mediation data, and compared mediators with a matched sample to determine attitudinal change as a result of PM training and experience. The authors also surveyed peer mediators and disputants about program satisfaction, as well as peer mediators and their parents about the generalization of PM skills. The authors conclude with implications for developing future CR programs, including a focus on mediation-process evaluation as well as schoolwide outcome measures and the use of peer mediation training as an intervention for students at risk.

  4. Integrating Middle School Mathematics into the Music Classroom

    Science.gov (United States)

    O'Donnell, Elizabeth Dawn

    2010-01-01

    Some schools are replacing music classes with additional math classes in an effort to improve student scores on standardized tests. Fewer academic options may hinder a well-rounded education. Within a conceptual framework that included an interdisciplinary learning, constructivist, and multiple intelligences theories, this research investigated…

  5. Farm work-related injury among middle school students in rural China.

    Science.gov (United States)

    Postel, M W; Jaung, M S; Chen, G; Yu, S; Stallones, L; Xiang, H

    2009-04-01

    Farm work-related injuries are considered an important issue facing rural area adolescents. However, little research has been done in developing countries, including China. This study evaluated agricultural work-related injuries among Chinese middle school adolescents, focusing on the potential association between farm work hours, sleep patterns, school-related stress, and farm work-related injuries. This cross-sectional study surveyed 1,551 middle school students in Hunan Province who reported working on farms. The surveys assessed their involvement in farm work, sleep patterns, school activities, and farm work-related injuries during a three-month recall period. The cumulative incidence of farm work-related injury was 15.6% among the 1187 students who reported working on a farm. Average days per month farming, number of pesticide applications per month, sleep disturbances, and school-related stress were significantly associated with farm work-related injuries (p less than 7 hours of sleep: OR = 2.36, 95% CI = 1.07-5.22; awakening at night and having trouble falling back to sleep: OR = 2.70, 95% CI = 1.36-5.37; having nightmares: OR = 2.24, 95% CI = 1.18-4.24) and school-related stress (difficult homework: OR = 2.45, 95% CI = 1.21-4.99; extra homework assigned often by parents: OR = 3.62, 95% CI = 1.88-6.97; and scolded/chastised by parents for poor school performance: OR = 2.53, 95% CI = 1.75-3.65) were statistically significant risk factors for farm work-related injuries (p < 0.05).

  6. Hygiene and mental health among middle school students in India and 11 other countries.

    Science.gov (United States)

    Ranasinghe, Shamika; Ramesh, Swathi; Jacobsen, Kathryn H

    2016-01-01

    The Global School-based Student Health Survey (GSHS) collects data from early adolescents who are approximately 13-15 years old and enrolled in middle schools (also known as junior secondary schools). We used logistic regression models to examine the associations between self-reported hygiene practices and mental health status as assessed by the 2007 India GSHS. Then, we used meta-analysis to compare the results from India with those from 11 other GSHS-participating countries in Asia and Africa (Djibouti, Indonesia, Jordan, Kenya, Lebanon, Myanmar, the Philippines, Tanzania, Thailand, Uganda, and the United Arab Emirates). Among 7904 middle school students in India, 25.5% reported symptoms of depression, 8.6% reported loneliness, and 7.8% reported anxiety-related insomnia. Both males and females who reported symptoms of depression had an increased likelihood of poor hand and oral hygiene, including washing their hands rarely or never and brushing their teeth less than daily. The meta-analysis for this association yielded statistically significant pooled odds ratios for both boys and girls. In girls, loneliness was also associated with poor hand and oral hygiene. Reduced mental health status in adolescents may lead to worse hygiene behaviors and an increased risk of infections. Teachers, parents, healthcare workers, and other adults who observe suboptimal hygiene status in an adolescent should consider whether this indicates a mental health issue that requires clinical services. Copyright © 2015 King Saud Bin Abdulaziz University for Health Sciences. Published by Elsevier Ltd. All rights reserved.

  7. Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

    Science.gov (United States)

    Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

    2017-03-01

    The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age  = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

  8. Why education in public schools should include religious ideals

    NARCIS (Netherlands)

    de Ruyter, D.J.; Merry, M.S.

    2009-01-01

    This article aims to open a new line of debate about religion in public schools by focusing on religious ideals. The article begins with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive

  9. Should Intelligent Design Be Included in Today's Public School Curriculums?

    Science.gov (United States)

    Costley, Kevin C.; Killins, Pam

    2010-01-01

    The controversial concept of evolution makes up only a small part of the science curriculum stated in Arkansas. During the past few years, the curriculum topic of "Intelligent Design" has caught the attention of many science teachers in the public schools. The Intelligent Design Movement has been successful in attracting the attention of…

  10. Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

    OpenAIRE

    Longobardi, Claudio; Prino, Laura E.; Marengo, Davide; Settanni, Michele

    2016-01-01

    A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school con...

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

  13. A Systematic Literature Review of Alcohol Education Programmes in Middle and High School Settings (2000-2014)

    Science.gov (United States)

    Dietrich, Timo; Rundle-Thiele, Sharyn; Schuster, Lisa; Connor, Jason P.

    2016-01-01

    Purpose: Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues.…

  14. Using Data Mining Techniques Examination of the Middle School Students' Attitude towards Mathematics in the Context of Some Variables

    Science.gov (United States)

    Idil, Feriha Hande; Narli, Serkan; Aksoy, Esra

    2016-01-01

    The aim of this study is to examine middle school students' attitude towards mathematics in the context of their mathematic learning preferences using data mining which is data analysis methodology that has been successfully used in different areas including educational domains. "How do I actually learn?" questionnaire and attitude scale…

  15. Trauma and Early Adolescent Development: Case Examples from a Trauma-Informed Public Health Middle School Program

    Science.gov (United States)

    Frydman, Jason Scott; Mayor, Christine

    2017-01-01

    Middle-school-age children are faced with a variety of developmental tasks, including the beginning phases of individuation from the family, building peer groups, social and emotional transitions, and cognitive shifts associated with the maturation process. This article summarizes how traumatic events impair and complicate these developmental…

  16. Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism

    Science.gov (United States)

    Bishop, Anne E.; Sawyer, Mary; Alber-Morgan, Sheila R.; Boggs, Melissa

    2015-01-01

    This study examined the effects of a graphic organizer intervention package on the quality and quantity of persuasive writing of three middle school students with Autism Spectrum Disorder (ASD). The intervention included a 3-day training which consisted of explicit instruction on the components of a persuasive essay, modeling and guided practice…

  17. Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4

    Science.gov (United States)

    Slavin, Robert E.; Lake, Cynthia; Groff, Cynthia

    2008-01-01

    This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments.…

  18. Examining Cognitive Predictors of Academic Cheating among Urban Middle School Students: The Role of Home-School Dissonance

    Science.gov (United States)

    Tyler, Kenneth M.

    2015-01-01

    Academic cheating within the middle grades has become a prevalent schooling dilemma for teachers and administrators. Among the various contextual and cognitive factors that promote academic cheating is home-school dissonance, which has been shown to predict the phenomenon among high school students. The current study extends this line of research…

  19. The Contributions of School Quality and Teacher Qualifications to Student Performance: Evidence from a Natural Experiment in Beijing Middle Schools

    Science.gov (United States)

    Lai, Fang; Sadoulet, Elisabeth; de Janvry, Alain

    2011-01-01

    We use administrative data from the lottery-based open enrollment system in Beijing middle schools to obtain unbiased estimates of school fixed effects on student performance. To do this, we classify children in selection channels, with each channel representing a unique succession of lotteries through which a child was assigned to a school.…

  20. Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers

    Science.gov (United States)

    Pringle, Rose M.; Mesa, Jennifer; Hayes, Lynda

    2018-03-01

    Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers' disciplinary content knowledge and instructional practices. In this mixed methods investigation, data sources included classroom observations, content knowledge assessments, surveys, and a range of interviews. The teachers in the program showed significant improvements in their disciplinary content knowledge and demonstrated through their enactment of a reform-based curriculum, a range of ability levels to translate their knowledge into instructional practices consistent with the principles espoused in the PD. We conclude that programs that attend to elements of effective PD identified in the literature can positively impact middle school science teachers' enactment of reform-based science teaching. Our findings extend these elements to include the strategic engagement of school and district leadership and the provision of a safe learning space for teachers to collectively engage in reciprocal learning and critical practice. This study has worldwide implications for designing PD for science teachers and for extending our understanding of the impact of each element.

  1. The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement

    Science.gov (United States)

    Kulo, Violet; Bodzin, Alec

    2013-02-01

    Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

  2. Childhood obesity: A comparison of health habits of middle-school students from two communities

    Directory of Open Access Journals (Sweden)

    Elizabeth A Jackson

    2009-11-01

    Full Text Available Elizabeth A Jackson1,3, Taylor Eagle3, Adam Leidal3, Roopa Gurm3,  Joe Smolarski3, Caren Goldberg2, Bruce Rogers3, Kim A Eagle1,31Division of Cardiovascular Medicine, Department of Internal Medicine, 2Division of Pediatric Cardiology, Department of Pediatrics, 3Michigan Cardiovascular Research and Reporting Program, University of Michigan health System, Ann Arbor, MI, USAObjective: To assess whether children’s diet and physical activity patterns differ between neighboring communities with differing resources.Study design and setting: We compared the health behaviors of middle-school students in two Michigan communities; Ann Arbor and Ypsilanti; median household income of US$46,299 and 28,610, respectively. Self-reported diet and physical activity habits were collected. Participants: A total of 733 middle-school students from two neighboring communities (five Ann Arbor and two Ypsilanti middle schools participated in the study.Measures: Data on age, gender, and racial/ethnic factors were collected as part of the baseline assessment. Students were also measured for height and weight. Body mass index was calculated. Information on diet and physical activity in addition to amounts and types of sedentary activities was assessed via questionnaires.Results: More Ypsilanti schoolchildren were obese compared to the Ann Arbor schoolchildren (22.2% vs 12.6%; P = 0.01. The Ypsilanti schoolchildren reported higher consumption of fried meats (7.5% vs 3.2%; P = 0.02, French fries or chips (14.3% vs 7.9%; P = 0.02, punch or sports drinks (24.1% vs 12.2%; P = 0.001 and soda (18% vs 7.9%; P < 0.001 compared to the Ann Arbor children. School-based activities including physical education classes (58.6% vs 89.7%; P < 0.001 and sports teams (34.6% vs 62.8%; P < 0.001 differed for Ypsilanti schoolchildren vs Ann Arbor children. Sedentary behaviors were higher in the Ypsilanti children.Conclusions: Differences in diet and physical activity habits among children

  3. Road traffic injuries among middle school students in a rural area of China.

    Science.gov (United States)

    Jaung, Michael S; Yu, Songlin; Stallones, Lorann; Xiang, Huiyun

    2009-06-01

    Injuries resulting from road traffic crashes are a major and growing public health problem worldwide, disproportionately affecting vulnerable road users in developing countries. However, research on road traffic injuries in developing countries has been limited. We studied road traffic injuries among middle school students in a rural area of China. We surveyed 1551 students in Hunan province using a hard-copy survey questionnaire. The survey was conducted at two middle schools with the cooperation of teachers and school officials. The questionnaire gathered data including sociodemographics, school activities, and sleep patterns along with road traffic injuries among middle students during a 3-month recall period in 2006. Road traffic injuries were defined as injuries incurred as a result of a road traffic collision involving at least one vehicle in motion on a public or private road that resulted in at least one person being injured. There were 56 road traffic injuries reported by the surveyed students yielding a rate of 3.6 percent over the 3-month period. The greatest percentage of those injuries involved a motorcycle (80%). Nearly two fifths of injuries resulted in a period of activity restriction lasting one day or more (39%). The multivariable logistic regression analysis indicated that there were statistically significant associations between the assignment of extra homework by parents (odds ratio [OR] = 3.78, 95% confidence intervals [CI] = 1.49-9.60, p-value academic performance (OR = 2.18, 95% CI = 1.18-4.02, p-value sleep disturbance were identified as possible risk factors for road traffic injuries among students in a rural area of China. Further research is warranted in order to develop prevention strategies to address these preventable injuries.

  4. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

  5. Self-image differences as related to body image of students in a middle school.

    Science.gov (United States)

    Anderson, Donna M; Skemp, Karen M

    2012-07-01

    To examine whether gender and ethnic self-image differences exist among Asian and white adolescents within the context of body image. One hundred seventy-seven students in a Midwestern US middle school were surveyed on self-image. Analyzed using 2-way ANOVA by gender and race. Asian students have lower self-image compared to white students, including the subcomponents of self-esteem, identity, and integrity. Asian students have more critical feelings about themselves, base their identities on a few sources rather than on diverse sources, and choose unrealistic standards. However, Asian girls scored better on the image-consciousness subscale.

  6. ThinkSpace: Spatial Thinking in Middle School Astronomy Labs

    Science.gov (United States)

    Udomprasert, Patricia S.; Goodman, Alyssa A.; Plummer, Julia; Sadler, Philip M.; Johnson, Erin; Sunbury, Susan; Zhang, Helen; Dussault, Mary E.

    2016-01-01

    Critical breakthroughs in science (e.g., Einstein's Theory of General Relativity, and Watson & Crick's discovery of the structure of DNA), originated with those scientists' ability to think spatially, and research has shown that spatial ability correlates strongly with likelihood of entering a career in STEM. Mounting evidence also shows that spatial skills are malleable, i.e., they can be improved through training. We report early work from a new project that will build on this research to create a series of middle schools science labs called "Thinking Spatially about the Universe" (ThinkSpace), in which students will use a blend of physical and virtual models (in WorldWide Telescope) to explore complex 3-dimensional phenomena in space science. In the three-year ThinkSpace labs project, astronomers, technologists, and education researchers are collaborating to create and test a suite of three labs designed to improve learners' spatial abilities through studies of: 1) Moon phases and eclipses; 2) planetary systems around stars other than the Sun; and 3.) celestial motions within the broader universe. The research program will determine which elements in the labs will best promote improvement of spatial skills within activities that emphasize disciplinary core ideas; and how best to optimize interactive dynamic visualizations to maximize student understanding.

  7. Taiwanese middle school students' materialistic concepts of sound

    Science.gov (United States)

    Eshach, Haim; Lin, Tzu-Chiang; Tsai, Chin-Chung

    2016-06-01

    This study investigated if and to what extent grade 8 and 9 students in Taiwan attributed materialistic properties to sound concepts, and whether they hold scientific views in parallel with materialistic views. Taiwanese middle school students are a special population since their scores in international academic comparison tests such as TIMSS and PISA are among the highest in the world. The "Sound Concept Inventory Instrument" with both materialistic and scientific statements of sound concepts was applied to explore Taiwanese students' ideas and corresponding confidence. The results showed that although the subject of sound is taught extensively in grade 8 in Taiwan, students still hold materialistic views of sound. The participants agreed, on average, with 41% of the statements that associate sound with materialistic properties. Moreover, they were quite confident in their materialistic answers (mean=3.27 on a 5-point Likert scale). In parallel, they also agreed with 71% of the scientific statements in the questions. They were also confident of their scientific answers (mean=3.21 ). As for the difference between grade 8 and 9 students, it seems that in grade 9, when students do not learn about sound, there is a kind of regression to a more materialistic view of sound. The girls performed better than the boys (t =3.59 , p improving the teaching of sound.

  8. Cyber bullying behaviors among middle and high school students.

    Science.gov (United States)

    Mishna, Faye; Cook, Charlene; Gadalla, Tahany; Daciuk, Joanne; Solomon, Steven

    2010-07-01

    Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents.

  9. Longitudinal Analysis of Academic Burnout in Korean Middle School Students.

    Science.gov (United States)

    Kim, Boyoung; Lee, Minyoung; Kim, Keunhwa; Choi, Hyunju; Lee, Sang Min

    2015-10-01

    The purpose of the study was to investigate the longitudinal relationships between the initial values and slopes of three dimensions of burnout syndrome (i.e. emotional exhaustion, cynicism and academic inefficacy). The study utilized four-wave longitudinal data from a total of 367 (81.6% response rate) middle school students in South Korea. Comprising a 6-month interval survey, the first survey was conducted in June 2010, the second in December 2010, the third in June 2011 and the fourth in December 2011. All participants were 13-year-olds at the first and second surveys, and 14-year-olds at the third and fourth surveys. The Maslach Burnout Inventory-Student Survey was used for each survey to assess the level of academic burnout. The longitudinal data were analysed using latent growth modelling. The results of the study indicated that high initial values (intercept) for emotional exhaustion were associated with a higher rate of increase (slope) in cynicism and academic inefficacy. On the other hand, high initial values for cynicism and academic inefficacy were associated with a lower rate of increase in the other dimensions. This longitudinal study should promote understanding of burned-out students and contribute to the literature by informing the design of prevention programmes for academic burnout. Copyright © 2014 John Wiley & Sons, Ltd.

  10. Violence prevention in middle schools: a pilot evaluation.

    Science.gov (United States)

    Orpinas, P; Parcel, G S; McAlister, A; Frankowski, R

    1995-12-01

    To evaluate the effect of a violence prevention curriculum and of trained peer leaders on self-reported aggressive behaviors, knowledge about violence and conflict-resolution skills, self-efficacy, and attitudes among 223 6th graders. The effect of two intervention groups (violence prevention curriculum taught by the teacher with or without the assistance of trained peer leaders) and one control group were compared. Ten 6th grade classes (four control and six intervention classes) of four middle schools participated in the study. Students were evaluated before and shortly after the implementation of the curriculum, as well as 3 months later. The intervention reduced self-reported aggressive behaviors among boys, but this reduction was significant only in two of the six intervention classes. Both interventions had an overall significant effect on increasing knowledge about violence and skills to reduce violence. After the intervention, students also developed a more negative attitude toward responding violently when provoked. Attitude change was stronger among students from the teacher plus peer leader group. No intervention effect was observed on self-efficacy nor on attitudes toward skills to reduce violence. Changes were not maintained over time. Results emphasize the need for continuous and comprehensive interventions, follow-up evaluations, and careful selection of peer leaders. Aggressive behaviors, not knowledge alone, should be used as the main dependent variable.

  11. A Case Study Analysis of Middle School Principals' Teacher Selection Criteria

    Science.gov (United States)

    Woodburn, Jane Lai

    2012-01-01

    The hiring of middle school teachers to positively impact student achievement--is this a process of teacher selection or teacher attraction for schools, respectively, with low teacher turnover and schools with high teacher turnover? Since research indicates that the most important variable influencing student achievement is having a highly…

  12. CareerStart: A Middle School Student Engagement and Academic Achievement Program

    Science.gov (United States)

    Orthner, Dennis K.; Akos, Patrick; Rose, Roderick; Jones-Sanpei, Hinckley; Mercado, Micaela; Woolley, Michael E.

    2010-01-01

    The school dropout rate in America is too high, especially for low-income students and those from nondominant racial or ethnic groups. For many students, the social-psychological and behavioral disengagement from school that leads to dropping out often begins in middle school. Research on early adolescents confirms that increasing the perceived…

  13. Concurrent and Longitudinal Predictors of Self-Esteem in Elementary and Middle School Girls

    Science.gov (United States)

    Kutob, Randa M.; Senf, Janet H.; Crago, Marjorie; Shisslak, Catherine M.

    2010-01-01

    Background: The purpose of this study was to analyze the effects of factors related to self-esteem, both cross-sectionally and longitudinally, among 2 cohorts of girls over a period of 4 years, from elementary through middle school. Methods: A multiethnic sample of 656 elementary school girls recruited from 13 schools in Hayward, CA, and Tucson,…

  14. Elite International Schools in the Global South: Transnational Space, Class Relationalities and the "Middling" International Schoolteacher

    Science.gov (United States)

    Tarc, Paul; Mishra Tarc, Aparna

    2015-01-01

    The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these…

  15. Before Jonesboro and Littleton, Upper Perkiomen Middle School Dealt with Gun Violence.

    Science.gov (United States)

    Matz, Celine Marie

    1999-01-01

    Discusses the implementation of a safe school initiative at an East Greenville, Pennsylvania middle school, following gun violence at the school in 1993. Considers the role of teachers, students, parents, and community in the initiative, changes to curriculum and student activities, special safety measures, and alternative programs for conflict…

  16. Impact of an intervention to improve middle school student breakfast participation rates

    Science.gov (United States)

    Breakfast consumption is related to healthy weight. The goal of this study was to improve school breakfast (SB) participation among low-income middle school students. The study schools were primarily Hispanic, and >75% of the students were eligible for free/reduced price meals. The intervention incl...

  17. Training Middle Managers of South African Public Schools in Leadership and Management Skills

    Science.gov (United States)

    Mampane, Sharon Thabo

    2017-01-01

    The purpose of this conceptual explanatory research is to highlight the importance of training of Middle Managers or Heads of Department (HoDs) in leadership and management in South African public schools. Leadership responsibilities in schools are becoming more complex to the extent that principals can no longer be sole leaders in schools. The…

  18. Dissonance-Based Prevention of Eating Disorder Risk Factors in Middle School Girls: Results from Two Pilot Trials

    Science.gov (United States)

    Rohde, Paul; Auslander, Beth A.; Shaw, Heather; Raineri, Kate M.; Gau, Jeff M.; Stice, Eric

    2014-01-01

    Objective Although several eating disorder prevention programs reduce eating disorder risk factors and symptoms for female high school and college students, few efficacious prevention programs exist for female middle school students, despite the fact that body image and eating disturbances often emerge then. Two pilot trials evaluated a new dissonance-based eating disorder prevention program for middle school girls with body image concerns. Methods Female middle school students with body dissatisfaction from two sites (Study 1: N = 81, M age = 12.1, SD = 0.9; Study 2: N = 52, M age = 12.5, SD = 0.8) were randomized to a dissonance intervention (MS Body Project) or educational brochure control; Study 2 included a 3-month follow-up. Results Intervention participants showed significant posttest reductions in only one of six variables with both Studies 1 and 2 (i.e., pressure to be thin and negative affect, respectively), though posttest effect sizes suggested medium reductions in eating disorder risk factors and symptoms (Study 1 M d = 0.40; Study 2 M d = 0.65); reductions at 3-month follow-up in Study 2 were not evident (M d = 0.19). Conclusions Results suggest that this new middle school version of the Body Project is producing medium magnitude reductions in eating disorder risk factors at posttest but that effects are showing limited persistence. Continued refinement and evaluation of this intervention appears warranted to develop more effective prevention programs for this age group. PMID:24590419

  19. Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change.

    Science.gov (United States)

    Sherwood-Puzzello, Catherine M; Miller, Michelle; Lohrmann, David; Gregory, Patricia

    2007-08-01

    The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3 midwestern middle schools. Employing somewhat different procedures, data were collected from focus groups comprising school administrators, teachers, parents, community members, and students. Participants responded to SHI module questions and provided comments based on their perceptions. Both quantitative and qualitative data were recorded for each module, after which participants answered 3 planning questions intended to guide prioritization of actions to improve policies and programs based on importance, cost, time, commitment, and feasibility. Each school developed recommendations and strategies based on highest priority needs related to community involvement, professional development, health screenings, and health education materials in classrooms. The experience of completing the SHI in 3 different schools provided important insights about the data collection process as well as assessment results that have implications for the design and implementation of prevention programs.

  20. Perceptions and attitudes of formative assessments in middle-school science classes

    Science.gov (United States)

    Chauncey, Penny Denyse

    No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

  1. Patterns and correlates of gun ownership among nonmetropolitan and rural middle school students.

    Science.gov (United States)

    Cunningham, P B; Henggeler, S W; Limber, S P; Melton, G B; Nation, M A

    2000-09-01

    Examined prevalence of gun ownership and the links among gun ownership, reasons for gun ownership, and antisocial behavior in a sample of nonmetropolitan and rural middle school students. Participants completed the Questionnaire for Students (Olweus, 1995) and included 6,263 students from 36 elementary and middle schools, of whom most were African American (range = 46%-95% per school). Reasons for gun ownership were strongly associated with rates of antisocial behavior. Youths who owned guns for sporting reasons reported rates of antisocial behavior that were only slightly higher than those reported by youths who did not own guns. Youths who owned guns to gain respect or to frighten others reported extremely high rates of antisocial behavior. These high-risk adolescent gun owners were likely to come from families of high-risk gun owners, associate with friends who were high-risk gun owners, and engage in high rates of bullying behavior. Findings suggest that effective violence prevention programs must target high-risk youths, address risk factors that go beyond individual settings, and address a comprehensive array of risk factors.

  2. 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

    Science.gov (United States)

    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…

  3. Transformative Multicultural Science curriculum: A case study of middle school robotics

    Science.gov (United States)

    Grimes, Mary Katheryn

    Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

  4. Impact of GK-12 Fellows on Middle School Students Along the U.S.-Mexico Border

    Science.gov (United States)

    Hagedorn, E. A.; Miller, K. C.; Kennedy, J.

    2009-12-01

    Here we present key results of a 3-year quasi-experimental impact study of NSF GK-12 fellows on middle school students. The GK-12 program at the University of Texas at El Paso, placed ten science or engineering graduate students into middle school science classrooms for 10 hours per week. In the first year, the fellows were placed with 6th grade students. In successive years, fellows were placed in 7th and then 8th grade classrooms. Most middle school students had a fellow in their classroom for two or three years. The five participating schools had demographic characteristics that included a greater than 75% Hispanic population and greater than 75% free and reduced lunch participation. Five similar middle schools were chosen as a control group. We hypothesized that participating students would not only learn more science than their control group peers but would express more interest in science careers. The graduate fellows and their partner teachers participated in an extensive professional development program focusing on using inquiry science methods effectively in the classroom. Teachers and fellows spent two weeks in a summer institute that included one week at a remote desert research facility and one week at the university. In addition to the summer institute, fellows took a weekly seminar course that focused on current science learning research and inquiry teaching. Several times per semester the teachers and fellows met for shared inquiry science workshops. Two critical components of our impact study were monitoring student progress in science through existing standardized tests (district benchmarks and the 8th grade state science exam) and a yearly open-ended questionnaire asking “what 3 things would you like to do when you are an adult?” We have statewide science test results for the 794 students who had a GK-12 fellow in their classroom for each of the 3 years and 854 students in the control group who had been in their same school for each of the 3

  5. 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.

  6. The Transition to Middle School is Associated with Changes in the Developmental Trajectory of ADHD Symptomatology in Young Adolescents with ADHD

    OpenAIRE

    Langberg, Joshua M.; Epstein, Jeffery N.; Altaye, Mekibib; Molina, Brooke S.G.; Arnold, L. Eugene; Vitiello, Benedetto

    2008-01-01

    The Attention Deficit Hyperactivity Disorder (ADHD) symptom presentation of young adolescents with ADHD was examined in association with the transition to middle school. The current study used data collected in the Multimodal Treatment Study of ADHD which included children between 7–9 years of age with a diagnosis of ADHD (n=258) and grade and sex matched controls (n=112). The trajectory of ADHD symptoms before, during and after the transition to middle school was modeled using hierarchical l...

  7. A Study to Determine the Current Level of Implementation of Eighteen Basic Middle School Principles in the State of Missouri.

    Science.gov (United States)

    Beckman, Vernal G.

    The current level of implementation of 18 basic middle school principles in the 147 Missouri schools that met the definition of middle schools is the focus of this study. Questionnaire responses were received from 101 of the schools' administrators. Mean scores, standard deviations, and mean percentages of the maximum possible scores yielded by…

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

    Science.gov (United States)

    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…

  9. Mathematics Teacher's Job Satisfaction in Middle School in Jeddah, Saudi Arabia

    OpenAIRE

    ALZHRANI, KHALED MOHMMAD A.

    2017-01-01

    This research examines Mathematics teachers’ job satisfaction levels in the four dimensions of job satisfaction (administrative support, workplace atmosphere, teaching efficacy and students’ behavior) and its relation to students’ achievements in Middle schools in Jeddah, Saudi Arabia.

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

    Science.gov (United States)

    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.

  11. Associations between food environment around schools and professionally measured weight status for middle and high school students.

    Science.gov (United States)

    Tang, Xuyang; Ohri-Vachaspati, Punam; Abbott, Joshua K; Aggarwal, Rimjhim; Tulloch, David L; Lloyd, Kristen; Yedidia, Michael J

    2014-12-01

    Obesity rates among school-age children remain high. Access to energy-dense foods at home, in schools, in stores, and restaurants around homes and schools is of concern. Research on the relationship between food environment around schools and students' weight status is inconclusive. This study examines the association between weight status of middle and high school students and proximity to a comprehensive set of food outlets around schools. Deidentified nurse-measured heights and weights data were obtained for 12,954 middle and high school students attending 33 public schools in four low-income communities in New Jersey. Geocoded locations of supermarkets, convenience stores, small grocery stores, and limited-service restaurants were obtained from commercial sources. Random-effect regression models with robust standard errors were developed to adjust for unequal variances across schools and clustering of students within schools. Proximity to small grocery stores that offered some healthy options (e.g., five fruits, five vegetables, and low-fat/skim milk) and supermarkets was associated with healthier student weight status. Having a small grocery store within 0.25 mile of school and an additional such store within that radius was associated with a lower BMI z-score (pschools was associated with a lower probability of being overweight/obese (pImproving access to healthy food outlets, such as small stores, that offer healthy food options and supermarkets around middle and high schools is a potential strategy for improving weight outcomes among students.

  12. Languages Discourses in Australian Middle-Class Schools: Parent and Student Perspectives

    Science.gov (United States)

    Wright, Jan; Cruickshank, Ken; Black, Stephen

    2018-01-01

    Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class…

  13. Maryland Middle School Teachers' Perceptions of Instructional Time Allotted to Social Studies

    Science.gov (United States)

    Eaton, James W., Jr.

    2016-01-01

    As part of the 2001 No Child Left Behind federal statute, U.S. lawmakers reduced the amount of time that teachers could spend on social studies instruction in favor of devoting more instructional time to other core content areas. The Middle Years Program (MYP) is present in many local middle schools in Maryland, where MYP teachers spend equal…

  14. Impact of Middle School Student Energy Monitoring Activities on Climate Change Beliefs and Intentions

    Science.gov (United States)

    Christensen, Rhonda; Knezek, Gerald

    2018-01-01

    The Going Green! Middle Schoolers Out to Save the World project aims to direct middle school students' enthusiasm for hands-on activities toward interest in science and other STEM areas while guiding them to solve real-world problems. Students in this project are taught by their teachers to use energy monitoring equipment to audit standby power…

  15. Soy goes to school: acceptance of healthful, vegetarian options in Maryland middle school lunches.

    Science.gov (United States)

    Lazor, Kathleen; Chapman, Nancy; Levine, Elyse

    2010-04-01

    Soyfoods provide healthful options for school breakfasts and lunches that are lower in saturated fat, cholesterol, fat, and calories and can help meet demands for vegetarian choices. Researchers tested acceptance of soy-based options substituted for popular lunch items with a diverse student population. Researchers conducted a plate waste study in 5 middle schools in Montgomery County, Maryland, to test the comparability of soy-based alternatives to 4 popular meat-based menu items. Initially, students ranked taste, appearance, and texture of 15 soyfoods to narrow to "hybrid" beef patties, soy-based nuggets, soy-based chicken-less slices, and soy macaroni and cheese. After the meal, trained observers randomly tagged and collected trays with and without test items and weighed leftover entrées. Researchers used a proportional odds model to compare amounts and proportions of food consumed, and a mixed model to account for differences between schools. Students consumed the same amount of soy-based and traditional patties, nuggets, and pasta, and less soy than regular chicken in the salad (odds ratio 0.122, p value school students readily consume almost equal numbers of soy-based products compared to popular school lunch items. Soyfoods provide nutritional advantages.

  16. School Literary Canon and Teaching of Literature in Middle School: A Critical Analysis of High School Programs in El Salvador

    OpenAIRE

    Aguilar-Ciciliano, Mauricio

    2013-01-01

    This article analyzes the pedagogical-didactic model for the teaching of Literature in Middle School in the Salvadoran Educational system. This is part of a larger work towards a PhD project. The main goal of this project is to characterize the historical process in the construction of this model through a critical analysis of canonization sources. The findings suggest that the teaching of Literature is performed based on a historicist, pro-European, male-based approach. Among the consequence...

  17. Changes in a middle school food environment affect food behavior and food choices.

    Science.gov (United States)

    Wordell, Doug; Daratha, Kenn; Mandal, Bidisha; Bindler, Ruth; Butkus, Sue Nicholson

    2012-01-01

    Increasing rates of obesity among children ages 12 to 19 years have led to recommendations to alter the school food environment. The purpose of this study was to determine whether there are associations between an altered school food environment and food choices of middle school students both in and outside of school. In a midsized western city, two of six middle schools allowed only bottled water in vending machines, only milk and fruit on à la carte menus, and offered a seasonal fruit and vegetable bar. Three years after the intervention was initiated, seventh- and eighth-grade students attending the two intervention schools and four control middle schools were surveyed about their food choices. A total of 2,292 surveys were completed. Self-reported frequency of consumption for nine food groups in the survey was low; consumption was higher outside than in school. Boys consumed more milk than girls although girls consumed more fruits and vegetables. Significant socioeconomic differences existed. Compared with students who paid the full lunch fee, students qualifying for free and reduced-price meals consumed more milk and juice in schools but less outside school; more candy and energy drinks in school; and more sweet drinks, candy, pastries, and energy drinks outside school. Students in intervention schools were 24% more likely to consume milk outside school, 27% less likely to consume juice in school, and 56% less likely to consume sweet pastries in school. There were no differences in fruit and vegetable consumption reported by children in control and intervention schools. Overall, there was a positive association between a modified school food environment and student food behavior in and outside school. Policies related to the school food environment are an important strategy to address the obesity epidemic in our country. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  18. Teachers' perceptions and use of a large-scale science education reform initiative for middle schools

    Science.gov (United States)

    Pistorius, Carolyn Sue

    Reform efforts in science education have been increasing over the past decade. This quantitative design study explored middle school teachers' perceptions and attitudes about one such reform effort. Quantitative and qualitative data were gathered from teachers and their classrooms. The population consisted of all of the middle school science teachers who had completed at least one two-week session of professional development in the University of Alabama in Huntsville in-service region. The teachers were all involved in the Alabama Math, Science, and Technology Initiative (AMSTI). This initiative provided professional development and complete science modules, including materials for all K-8 teachers of science to use. Middle school teachers' (grades 6-8) perceptions, attitudes, and information about classroom decisions in teaching science using the AMSTI were obtained through the uses of the AMSTI Science Questionnaire, teacher interviews and classroom observations using the Reformed Teaching Observation Protocol (RTOP). Quantitative data were analyzed using ANOVA, chi-square, Tukey HSD statistical analyses. Qualitative data involved transcribing, coding, and determination of emerging themes. The AMSTI Science Questionnaire was found to have evidence of reliability and validity for the determination of the impact of professional development on teachers' perceptions and attitudes towards teaching science in their classrooms. Results of this study demonstrated that the more professional development experienced by the teachers was related to the number of lessons that the teachers used from the AMSTI modules. The amount of professional development was also related to the amount of time spent teaching and quality of the teaching as rated using the Reformed Teacher Observation Protocol. The more professional development the teachers received, the higher they self-reported their level of expertise in teaching the AMSTI science modules. Some of the strengths of the

  19. Influence of science and technology magnet middle schools on students' motivation and achievement in science

    Science.gov (United States)

    Allen, David

    Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

  20. Parental social coaching promotes adolescent peer acceptance across the middle school transition.

    Science.gov (United States)

    Gregson, Kim D; Tu, Kelly M; Erath, Stephen A; Pettit, Gregory S

    2017-09-01

    The present study investigated longitudinal associations between behavioral and cognitive dimensions of parental social coaching (i.e., advice about how to behave or think about peer challenges) and young adolescents' peer acceptance, and whether such associations are moderated by youths' social skills. Time 1 (T1) participants included 123 young adolescents (M age = 12.03 years; 50% boys; 58.5% European American). Parents gave open-ended reports about their social coaching to hypothetical peer stress scenarios, which were coded from low to high quality on behavioral and cognitive dimensions. Parents and teachers reported on adolescent prosocial behavior (i.e., social-behavioral skills), and adolescents reported on their social appraisals and social self-efficacy (i.e., social-cognitive skills). At T1 (before the first year of middle school) and Time 2 (approximately 10 months later, after the first year of middle school), parents and teachers rated adolescent peer acceptance. Analyses revealed that parents' prosocial behavioral advice and benign cognitive framing independently predicted adolescents' higher peer acceptance prospectively (controlling for earlier levels of peer acceptance). Furthermore, adolescent social skills moderated links between coaching and peer acceptance. Specifically, adolescents with higher, but not lower, social-cognitive skills became more accepted in the context of higher-quality coaching, supporting a "capitalization" pattern, such that these youth may be better able to utilize coaching suggestions. Results underscore the utility of parents' behavioral advice and cognitive framing for adolescent peer adjustment across the middle school transition and suggest that optimal social-coaching strategies may depend in part on adolescent social skill level. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Solar cell and photonics outreach for middle school students and teachers

    Science.gov (United States)

    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.

  2. Single-sex middle school science classrooms: Separate and equal?

    Science.gov (United States)

    Glasser, Howard M.

    The U.S. Department of Education's amended regulations to Title IX have attempted to expand the circumstances in which single-sex classes are permissible in public schools. This ethnographic study uses grounded theory to investigate aspects of one single-sex offering at a public, coeducational middle school. Applying elements of postmodern, queer, and sociocultural lenses, it examines the perspectives for this offering, shedding insight into the cultures of two single-sex classrooms and what it meant to be a boy or girl in this setting. Additionally, it focuses attention on the all-boy and all-girl science classes that were taught by the same teacher and examines what it meant to learn science as boys and girls in this program. Although participants supplied financial, socio-emotional, and academic reasons for these classes, the initial motivation for these classes stemmed from the teachers' desire to curb the amount of sex talk and related behaviors that were exhibited in their classrooms. Through these conversations and classroom events, the girls were constructed as idealized students, academically and behaviorally, who needed to be protected from boys' behaviors---both boys' dominating classroom behaviors and aggressive (hetero)sexual behaviors. Conversely, boys were constructed as needing help both academically and behaviorally, but in the specific discipline of science boys were identified as the sex that was more interested in the content and gained greater exposure to skills that could assist them in future science courses and careers. Overall, boys and girls, and the culture of their two classrooms, were regularly defined relative to each other and efforts were made to maintain these constructed differences. As a result, the classes and students were hierarchically ranked in ways that often pitted one sex of students, or the entire class, as better or worse than the other. The theory emerging from this study is that single-sex policies arise and survive

  3. Mentoring At-risk Youth: Improving Academic Achievement in Middle School Students

    OpenAIRE

    Kellie C. Johnson; James H. Lampley

    2010-01-01

    Research supports the implementation of mentoring programs as potentially successful approaches to meeting the needs of at-risk students. This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs). The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or rela...

  4. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    Science.gov (United States)

    Glaude-Bolte, Katherine

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

  5. Including Fathers in School Psychology Literature: A Review of Four School Psychology Journals

    Science.gov (United States)

    Greif, Jennifer L.; Greif, Geoffrey L.

    2004-01-01

    It is well documented that fathers have a significant influence on their children's success in school. To examine the ways in which fathers have been represented in school psychology literature, the authors searched over 1,000 recent articles published in four leading U.S. school psychology journals ("Psychology in the Schools," "School Psychology…

  6. Exposure to Electronic Cigarette Advertising Among Middle and High School Students - United States, 2014-2016.

    Science.gov (United States)

    Marynak, Kristy; Gentzke, Andrea; Wang, Teresa W; Neff, Linda; King, Brian A

    2018-03-16

    Electronic cigarettes (e-cigarettes) are the most commonly used tobacco product among U.S. middle and high school students (1). Exposure to e-cigarette advertisements is associated with higher odds of current e-cigarette use among middle and high school students (2-4). To assess patterns of self-reported exposure to four e-cigarette advertising sources (retail stores, the Internet, television, and newspapers and magazines), CDC analyzed data from the 2014, 2015, and 2016 National Youth Tobacco Surveys (NYTSs). Overall, exposure to e-cigarette advertising from at least one source increased each year during 2014-2016 (2014: 68.9%, 18.3 million; 2015: 73.0%, 19.2 million; 2016: 78.2%, 20.5 million). In 2016, exposure was highest for retail stores (68.0%), followed by the Internet (40.6%), television (37.7%), and newspapers and magazines (23.9%). During 2014-2016, youth exposure to e-cigarette advertising increased for retail stores (54.8% to 68.0%), decreased for newspapers and magazines (30.4% to 23.9%), and did not significantly change for the Internet or television. A comprehensive strategy to prevent and reduce youth use of e-cigarettes and other tobacco products includes efforts to reduce youth exposure to e-cigarette advertising from a range of sources, including retail stores, television, the Internet, and print media such as newspapers and magazines (5).

  7. Development of a school-based treatment program for middle school youth with ADHD.

    Science.gov (United States)

    Evans, Steven W; Langberg, Joshua; Raggi, Veronica; Allen, Jessica; Buvinger, Elizabeth C

    2005-08-01

    The authors conduct an evaluation of a middle school-based treatment program for youth with ADHD during early stages of treatment development. The studies focus on interpreting outcome trends in preliminary data and identifying assessment issues that will be important to consider when conducting a clinical trial. Parent reports indicate that the majority of students benefit from improvements in academic, social, and overall functioning. Although teachers report beneficial effects for the majority of the participants in the program, there is little agreement about individual students. Measurement problems are associated with understanding normal change during a school year, accounting for normal behavior changes in December and May, and considerable disagreement between teachers. Suggestions to guide future work in this area are provided.

  8. Variable School Start Times and Middle School Student's Sleep Health and Academic Performance.

    Science.gov (United States)

    Lewin, Daniel S; Wang, Guanghai; Chen, Yao I; Skora, Elizabeth; Hoehn, Jessica; Baylor, Allison; Wang, Jichuan

    2017-08-01

    Improving sleep health among adolescents is a national health priority and implementing healthy school start times (SSTs) is an important strategy to achieve these goals. This study leveraged the differences in middle school SST in a large district to evaluate associations between SST, sleep health, and academic performance. This cross-sectional study draws data from a county-wide surveillance survey. Participants were three cohorts of eighth graders (n = 26,440). The school district is unique because SST ranged from 7:20 a.m. to 8:10 a.m. Path analysis and probit regression were used to analyze associations between SST and self-report measures of weekday sleep duration, grades, and homework controlling for demographic variables (sex, race, and socioeconomic status). The independent contributions of SST and sleep duration to academic performance were also analyzed. Earlier SST was associated with decreased sleep duration (χ 2  = 173, p academic performance, and academic effort. Path analysis models demonstrated the independent contributions of sleep duration, SST, and variable effects for demographic variables. This is the first study to evaluate the independent contributions of SST and sleep to academic performance in a large sample of middle school students. Deficient sleep was prevalent, and the earliest SST was associated with decrements in sleep and academics. These findings support the prioritization of policy initiatives to implement healthy SST for younger adolescents and highlight the importance of sleep health education disparities among race and gender groups. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  9. Factors affecting tobacco use among middle school students in Saudi Arabia.

    Science.gov (United States)

    Park, H K; Al Agili, D E; Bartolucci, A

    2012-12-01

    A rapid rise in the number of tobacco users in Saudi Arabia has occurred in the past decade, particularly among the youth. This study identified socio-cultural determinants of tobacco use and explored possible approaches to prevent adolescents' tobacco use in Saudi Arabia. A cross-sectional survey was administered using a self-administered questionnaire for collecting information on risk and protective factors for tobacco use among middle school students. School selection was stratified by region, gender, and type (public or private). Of 1,186 7-9th grade students, 1,019 questionnaires were analyzed. Risk factors affecting tobacco use included all important others' perceptions; mother, sister, friend, teacher and important person's tobacco use; pressure to use tobacco from brother, sister, friend and important persons; easy access to tobacco and frequent skipping of classes. Protective factors for tobacco use included family's perception; friend, teacher and important person's tobacco use; parents' help; support from family, friends, and teachers; accessibility to tobacco; school performance and family income, father's education, and district of residence. The findings of this study show clear gender differences in social influences and attitudes towards tobacco use. Religious beliefs and access to tobacco products were significantly associated with attitudes towards tobacco use and future intention of use. Developing and implementing effective gender specific school-based tobacco prevention programs, strict reinforcement of tobacco control policies, and a focus on the overall social context of tobacco use are crucial for developing successful long-term tobacco prevention programs for adolescents.

  10. Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

    Science.gov (United States)

    Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

    2013-05-01

    This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

  11. Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?

    Science.gov (United States)

    Finnerty, Valerie

    The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of the 258 participants completed a school-based science fair during the study. In addition, twelve middle school science teachers completed an online survey. Both the Survey of Science Attitudes and Interest I and II (SSAI-I and II) measured students' attitudes toward and interest in science and science and mathematics self-efficacy, asked about classroom inquiry experiences and gathered demographic information. An online survey gathered qualitative data about science teachers' perceptions of school science fairs. The results showed no significant interactions among completion of a science fair project and attitudes toward and interest in science, science and mathematics self-efficacy or gender. There were significant differences at both pre- and posttest in attitudes between the students who did and did not complete a science fair project. All participating teachers believed that participation in science fairs could have a positive effect on students' attitudes and interest, but cited lack of time as a major impediment. There was significant interaction between level of classroom inquiry and attitudes and interest in science; students who reported more experiences had higher scores on these measures. Classroom inquiry also interacted with the effects of a science fair and participants' pre- and posttest attitude scores. Finally, the amount and source of assistance on a science fair project had a significant impact on students' posttest measures. Major limitations which affect the generalization of these findings include the timing of the administration of the pretest, the number of participants in the experimental group and differences

  12. Risk factors of bicycle traffic injury among middle school students in chaoshan rural areas of china.

    Science.gov (United States)

    Lin, Zhen-Bin; Ji, Yan-Hu; Xiao, Qing-Yu; Luo, Li-Bo; Li, Li-Ping; Choi, Bernard

    2017-01-26

    Bicycle injuries are a leading cause of accidental death among children in the world, and bicycle-related injuries are also very common in China, thus to find out bicycle injury risk factors is imperative. This study aims to identify the cyclist-, bicycle- and road-related risk factors of bicycle injury, to develop health education programs as an intervention and to provide a scientific basis for establishing policies against bicycle injury. We selected two middle schools randomly among seven schools in Chaoshan rural areas,where the main means of transportation for students from home to school was bicycle. The subjects were middle school students from 7th to 9th grades from Gucuo Middle School and Hefeng Middle School. Cyclists were surveyed through questionnaires about bicycle injury in the past 12 months. Multivariable logistic analysis showed that compared with a combination-type road、 motor lane and a non-intact road were both risk factors of bicycle injuries. This was followed by riding with fatigue, non-motor lane and inattentive riding. Bicycle injuries are frequent in China. Three risk factors on bicycle traffic injury among middle school students in Chaoshan rural areas of China were identified. This study provides important data to develop intervention strategies for China and other developing countries.

  13. [Knowledge, attitude and practice (KAP) of foodborne parasitic diseases among middle school students in Xuzhou City].

    Science.gov (United States)

    Qi, Zhou; Ya-Peng, Liu; Li, Li

    2017-12-26

    To investigate the status of knowledge, attitude and practice (KAP) of foodborne parasitic diseases among middle school students in Xuzhou City, so as to provide a reference to the health education. A total of four middle schools were selected and their students were investigated with the basic information questionnaire and questions of foodborne parasitic diseases. The awareness rates of parasitic diseases, hazards and transmission were 56.50%, 66.33% and 70.50% respectively. The awareness rates of transmission of the diseases in the senior high school students and urban students were higher than those in the junior middle school students and rural students ( χ 2 = 8.684, 8.470, both P eating raw food were higher among the female students than those among the male students ( χ 2 = 7.675, 15.230, both P eating raw food was higher among the senior high school students than that among the junior middle school students ( χ 2 = 49.276, P eat food that might be infected with foodborne parasites, and the proportion of girls was higher than that of the boys ( χ 2 = 11.690, P eating food that might be infected with foodborne parasites, and 81% of the students would plan to get rid of bad habits. The cognition of foodborne parasitic diseases is poor among the middle school students in Xuzhou City. The health education work on foodborne parasitic diseases should be strengthened.

  14. [Behaviours related to infectious disease and family factors in primary and middle school students].

    Science.gov (United States)

    Feng, Na; Luo, Jiayou; Li, Huixia; Zhu, Na; Feng, Qi; Li, Xiongwei; Zhou, Haixiang

    2015-06-01

    To explore the behaviors related to infectious disease and family factors in primary and middle school students, and to provide evidence for improving behaviors related to infectious disease.
 A total of 8465 students were randomly surveyed by a standard questionnaire of behaviors related to infectious disease. Chi-square test was used to analyze the influential factors for behaviors related to infectious disease, and non conditional logistic regression analysis was used to analyze the multiple factors.
 The total formation rate of behaviors related to infectious disease was 66.4%. The rates for primary and middle school students were 69.4% and 62.8% respectively, with significant difference (Pschool students was higher than that in middle school students. There were also significant differences in the following behaviors, such as washing hands after using the toilet, blocking with a handkerchief, wiping while coughing and sneezing (all Pmiddle school students was higher than that in primary school students. Non conditional logistic regression analysis showed that the behaviors related to infectious disease in primary and middle school students were associated with parents' education degree, mother's occupation and living status with parents.
 Behaviors related to infectious disease in primary and middle school students need to be improved, and the formation of these behaviors may be related to many family factors.

  15. Factors Associated with Middle School Students' Perceptions of the Quality of School-Based Sexual Health Education

    Science.gov (United States)

    Byers, E. Sandra; Sears, Heather A.; Foster, Lyndsay R.

    2013-01-01

    This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6-8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and…

  16. Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools. Executive Summary

    Science.gov (United States)

    Losen, Daniel J.; Martinez, Tia Elena

    2013-01-01

    In this first of a kind breakdown of data from over 26,000 U.S. middle and high schools, the authors estimate that well over two million students were suspended during the 2009-2010 academic year. This means that one out of every nine secondary school students was suspended at least once during that year. As other studies demonstrate, the vast…

  17. Middle School Characteristics That Predict Student Achievement, as Measured by the School-Wide California API Score

    Science.gov (United States)

    Paredes, Josie Abaroa

    2013-01-01

    The purpose of this study was to investigate, through quantitative research, effective middle school characteristics that predict student achievement, as measured by the school-wide California API score. Characteristics were determined using an instrument developed by the Office of Superintendent of Public Instruction (OSPI), which asked middle…

  18. Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change

    Science.gov (United States)

    Zimmerman, Marc A.; Eisman, Andria B.; Reischl, Thomas M.; Morrel-Samuels, Susan; Stoddard, Sarah; Miller, Alison L.; Hutchison, Pete; Franzen, Susan; Rupp, Laney

    2018-01-01

    We report on an effectiveness evaluation of the Youth Empowerment Solutions (YES) program. YES applies empowerment theory to an after-school program for middle school students. YES is an active learning curriculum designed to help youth gain confidence in themselves, think critically about their community, and work with adults to create positive…

  19. "Zafar," So Good: Middle-Class Students, School Habitus and Secondary Schooling in the City of Buenos Aires (Argentina)

    Science.gov (United States)

    Meo, Analia Ines

    2011-01-01

    This article examines how students from the "loser" sections of the middle class dealt with the game of secondary schooling in a "good" state school in the city of Buenos Aires (Argentina). It engages with Bourdieu's theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues…

  20. Staffing at the Middle School Level: Are the Least Qualified Principals Assigned to the Neediest School Buildings?

    Science.gov (United States)

    Young, Phillip; Reimer, Donald Paul; Young, Karen Holsey

    2010-01-01

    A structural equation modeling approach is used to assess the relationships among human capital endowments of school principals and characteristics of students at the middle school level. Human capital endowments are measured according to education, teacher experience, and administrator experience, while characteristics of students are assessed…

  1. The Relationship between Sports Participation and Health-Related Physical Fitness in Middle School and High School Students

    Science.gov (United States)

    Renfrow, Matthew S.; Caputo, Jennifer L.; Otto, Stephanie M.; Farley, Richard F.; Eveland-Sayers, Brandi M.

    2011-01-01

    The purpose of this case study was to examine the relationship between sports participation and health-related physical fitness in middle school and high school students. Health-related physical fitness was measured using the Fitnessgram test battery to assess healthy fitness zone (HFZ) achievement in five areas: body composition, muscular…

  2. Implications for School Leaders of the Impact of Math, Science, and Technology Magnet Programs on Middle School Student Achievement

    Science.gov (United States)

    Hinojosa, Lupita

    2012-01-01

    Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed…

  3. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

    Energy Technology Data Exchange (ETDEWEB)

    AISES, None

    2013-09-25

    Engineering Fair (NAISEF) and EXPO at the Albuquerque, NM Convention Center. Albuquerque is also the home of the AISES national office. The AISES staff also recruits volunteers to assist with implementation of the science and math bowl event. In 2011, there were 7 volunteers; in 2012, 15 volunteers, and in 2013, 19 volunteers. Volunteers are recruited from a variety of local sources, including Sandia Laboratories, Southwest Indian Polytechnic Institute students, Department of Defense, as well as family members of AISES staff. For AISES, the goals of the Intertribal Middle School Science and Math Bowl project are to have more Native students learn science, for them to gain confidence in competing, and to reward their effort in order to motivate them to pursue studies in the sciences and engineering. For DOE, the goals of the project are to get more Native students to compete at the National Science Bowl, held in Washington, DC.

  4. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    Science.gov (United States)

    Young, Victoria Jewel

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.

  5. Substance Use Among Transgender Students in California Public Middle and High Schools.

    Science.gov (United States)

    De Pedro, Kris Tunac; Gilreath, Tamika D; Jackson, Christopher; Esqueda, Monica Christina

    2017-05-01

    Transgender adolescents face tremendous social stress in families and schools, which often leads to behavioral health disparities. This study assessed whether rates of substance use were higher among transgender adolescents when compared to nontransgender adolescents. This study is a secondary data analysis of the 2013-2015 California Healthy Kids Survey (CHKS) that examines whether rates of substance use are higher among transgender youth when compared to nontransgender youth. Participants included 4778 transgender and 630,200 nontransgender students in middle and high schools in nearly all school districts in California. The study outcomes were lifetime, recent, and in-school use of cigarettes, tobacco, alcohol, marijuana, cocaine, and ecstasy as well as nonmedical use of prescription painkillers, diet pills, Ritalin or Adderall, and cold medicine. Transgender students were about 2-1/2 times more likely as nontransgender students to use cocaine/methamphetamine in their lifetime (odds ratio [OR] = 2.53; 95% confidence interval [CI] = 2.18-2.95) and about 2.8 times as likely to report past 30-day inhalant use (OR = 2.80; 95% CI = 2.41-3.26). Transgender students were more than twice as likely to report past 30-day prescription pain medication use (OR = 2.19; 95% CI = 1.90-2.53) and more than 3 times as likely to use cigarettes in school (OR = 3.37; 95% CI = 2.84-3.99). The study's findings indicate a need for community- and school-based interventions that reduce substance use among transgender youth. © 2017, American School Health Association.

  6. Diabetes Awareness of Low-Income Middle School Students Participating in the Help a Friend, Help Yourself Youth Diabetes Awareness Education Program

    Science.gov (United States)

    Wroten, Kathryn; Reames, Elizabeth S.; Tuuri, Georgianna

    2012-01-01

    The study reported here investigated the effectiveness of the LSU AgCenter Help a Friend, Help Yourself youth diabetes education curriculum to increase knowledge and awareness of diabetes and its symptoms in low-income middle school students participating in the Boys and Girls Club after-school program. The curriculum includes four lessons with…

  7. 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...

  8. Indoor air radon dose assessment for elementary, middle and high schools at Ulju county in Korea

    International Nuclear Information System (INIS)

    Lee, Choong Wie; Kim, Hee Reyoung

    2016-01-01

    Ulsan is the largest industrial city and possesses the largest area among 7 metropolitan cities in Korea. Ulju county is one of the administrative districts of Ulsan, and covers over 70 % of Ulsan and is surrounded by mountain to the east and sea to the west, which has urban and rural area. Thus, there are many geological and industrial condition in its environment. Ministry of Environment (ME) of Korea is carrying out radon survey every 2 years, but this survey focuses on radon radioactivity of the houses and radon survey for schools isn't detailed. At schools, people with various age work and are educated for a specific time, therefore, it is needed to analyze the radon radioactivity concentration of indoor air to estimate the effect by the radon exposure. Indoor air radon radioactivity concentration and dose of 57 schools including elementary, middle and high schools in Ulju county were analyzed by using alpha track. It was understood that average radon concentrations of schools in Ulju county were being maintained below recommendation level although survey results of some schools showed 295 Bq/m 3 higher than regulation of Ministry of Environment for radon concentration, 148 Bq/m 3 . Indoor annual effective dose of 0.157 mSv by radon was found to be less than 7 % of the natural radiation exposure of 2.4 mSv when ICRP dose coefficient for adult male was applied. It was thought that further radon effect analysis for various ages including children was needed for more accurate dose assessment

  9. Perception of competence in middle school physical education: instrument development and validation.

    Science.gov (United States)

    Scrabis-Fletcher, Kristin; Silverman, Stephen

    2010-03-01

    Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A multiphase design was used consisting of an intensive theoretical review, elicitation study, prepilot study, pilot study, content validation study, and final validation study (N=1281). Data analysis included a multistep iterative process to identify the best model fit. A three-factor model for POC was tested and resulted in root mean square error of approximation = .09, root mean square residual = .07, goodness offit index = .90, and adjusted goodness offit index = .86 values in the acceptable range (Hu & Bentler, 1999). A two-factor model was also tested and resulted in a good fit (two-factor fit indexes values = .05, .03, .98, .97, respectively). The results of this study suggest that an instrument using a three- or two-factor model provides reliable and valid scores ofPOC measurement in middle school PE.

  10. A pilot study: the effects of music therapy interventions on middle school students' ESL skills.

    Science.gov (United States)

    Kennedy, Roy; Scott, Amanda

    2005-01-01

    The purpose of this study was to investigate the effects of music therapy techniques on the story retelling and speaking skills of English as a Second Language (ESL) middle school students. Thirty-four middle school students of Hispanic heritage, ages 10-12, in high and low-functioning groups participated in the study for 12 weeks. Pretest to posttest data yielded significant differences on the story retelling skills between the experimental and control groups. Chi Square comparisons on English speaking skills also yielded significant results over 3 months of music therapy intervention. A variety of music therapy techniques were used including music and movement, active music listening, group chanting and singing, musical games, rhythmic training, music and sign language, and lyric analysis and rewrite activities as supplemental activities to the ESL goals and objectives. Comparisons of individual subjects' scores indicated that all of the students in the experimental groups scored higher than the control groups on story retelling skills (with the exception of 1 pair of identical scores), regardless of high and low functioning placement. Monthly comparisons of the high and low functioning experimental groups indicated significant improvements in English speaking skills as well.

  11. The relationship between affect and constructivism as viewed by middle school science teachers

    Science.gov (United States)

    Black, Denise L.

    The purpose of this research was to examine middle school science teachers' perceptions of their students' affective behaviors at each level of the affective domain (receiving, responding, valuing, organization, characterization of value system), perceptions of the usefulness of constructivism as a curricular theory, and constructivist teaching strategies. This study investigated the relationship between affect and constructivism to determine if constructivist strategies can predict levels of affective behavior. Affect is a broad generalization that includes elements (i.e., interests, attitudes, values, emotions, and feelings). The importance of this research relates to enhancing learning, increasing achievement, participatory democracy, and facilitating understanding of science, as well as promoting the development of higher order thinking skills. A nonexperimental, descriptive research design was used to determine the relationship between affect and constructivism. A total of 111 middle school teachers participated in this study. Three instruments were used in this study: Taxonomy of Affective Behavior (TAB), Survey of Science Instruction (SSI), and a short demographic survey. Statistical significance obtained from one-sample t-tests provided evidence that teachers were aware that the affective domain was a viable construct. Statistical evidence of one-sample t-tests provided evidence that teachers perceived constructivism was useful to teach science to middle school students. Pearson product moment correlations results indicated statistically significant relationships between perceptions of constructivism and associated constructivist teaching strategies. Stepwise multiple linear regression analysis revealed a relationship between affect and constructivism. Teacher responses indicated they felt constrained from implementing constructivism due to an emphasis on testing. Colleges of education, curriculum specialists, science teachers, and school districts may

  12. Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

    Science.gov (United States)

    Powers, S. E.

    2001-12-01

    An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive

  13. Streaking into middle school science: The Dell Streak pilot project

    Science.gov (United States)

    Austin, Susan Eudy

    A case study is conducted implementing the Dell Streak seven-inch android device into eighth grade science classes of one teacher in a rural middle school in the Piedmont region of North Carolina. The purpose of the study is to determine if the use of the Dell Streaks would increase student achievement on standardized subject testing, if the Streak could be used as an effective instructional tool, and if it could be considered an effective instructional resource for reviewing and preparing for the science assessments. A mixed method research design was used for the study to analyze both quantitative and qualitative results to determine if the Dell Streaks' utilization could achieve the following: 1. instructional strategies would change, 2. it would be an effective instructional tool, and 3. a comparison of the students' test scores and benchmark assessments' scores would provide statistically significant difference. Through the use of an ANOVA it was determined a statistically significant difference had occurred. A Post Hoc analysis was conducted to identify where the difference occurred. Finally a T-test determined was there was no statistically significance difference between the mean End-of-Grade tests and four quarterly benchmark scores of the control and the experimental groups. Qualitative research methods were used to gather results to determine if the Streaks were an effective instructional tool. Classroom observations identified that the teacher's teaching styles and new instructional strategies were implemented throughout the pilot project. Students had an opportunity to complete a questionnaire three times during the pilot project. Results revealed what the students liked about using the devices and the challenges they were facing. The teacher completed a reflective questionnaire throughout the pilot project and offered valuable reflections about the use of the devices in an educational setting. The reflection data supporting the case study was drawn

  14. Epidemiology of basketball, soccer, and volleyball injuries in middle-school female athletes.

    Science.gov (United States)

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

    2014-05-01

    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. 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. 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. 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. 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.

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

    Science.gov (United States)

    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

  16. Tobacco Use Among Middle and High School Students - United States, 2011-2016.

    Science.gov (United States)

    Jamal, Ahmed; Gentzke, Andrea; Hu, S Sean; Cullen, Karen A; Apelberg, Benjamin J; Homa, David M; King, Brian A

    2017-06-16

    Tobacco use is the leading cause of preventable disease and death in the United States; nearly all tobacco use begins during youth and young adulthood (1,2). Among youths, use of tobacco products in any form is unsafe (1,3). CDC and the Food and Drug Administration (FDA) analyzed data from the 2011-2016 National Youth Tobacco Surveys (NYTS) to determine recent patterns of current (past 30-day) use of seven tobacco product types among U.S. middle (grades 6-8) and high (grades 9-12) school students. In 2016, 20.2% of surveyed high school students and 7.2% of middle school students reported current tobacco product use. In 2016, among current tobacco product users, 47.2% of high school students and 42.4% of middle school students used ≥2 tobacco products, and electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high (11.3%) and middle (4.3%) school students. Current use of any tobacco product did not change significantly during 2011-2016 among high or middle school students, although combustible tobacco product use declined. However, during 2015-2016, among high school students, decreases were observed in current use of any tobacco product, any combustible product, ≥2 tobacco products, e-cigarettes, and hookahs. Among middle school students, current use of e-cigarettes decreased. Comprehensive and sustained strategies can help prevent and reduce the use of all forms of tobacco products among U.S. youths (1-3).

  17. Prevalence of areca nut chewing in the middle school-going children of Indore, India

    Directory of Open Access Journals (Sweden)

    Ashok Khandelwal

    2012-01-01

    Full Text Available Objectives: To assess areca nut chewing habit among middle school-aged children in Indore, India. Areca nut is chewed by itself, and in various scented preparations. It is associated with carcinogenesis, foreign body aspiration in children, and oral submucous fibrosis and may aggravate asthma. Materials and Methods: A retrospective collection of data to evaluate the prevalence of areca nut chewing among 3896 children was done. A simple random sampling was done. Children of both sexes were included in this study. Results: 27.06% of the school-going children (1054/3896 had areca nut chewing habit. More boys chewed areca nut than girls (2:1. 45.42% of school going children of rural area pander to areca nut chewing habit, whereas in urban area 20.09% children are indulged. Government school children are more involved in areca nut chewing habit. 81.02% of the children used sweetened and flavoured form of areca nut. The majority of the users were not aware of harmful effects that the use of areca nut might be harmful for health Conclusion: To diminish the use of areca nut, the Indian Government should consider limiting trade, advertising, and actively communicating its health risks to the public and should deem heavy taxes on it.

  18. Same- and Cross-Gender Sexual Harassment Victimization in Middle School: A Developmental-Contextual Perspective

    Science.gov (United States)

    Schnoll, Jessica S.; Connolly, Jennifer; Josephson, Wendy J.; Pepler, Debra; Simkins-Strong, Emily

    2015-01-01

    Using a developmental-contextual framework, the present study investigated risk factors for same- and cross-gender sexual harassment victimization in 986 middle school students. Participants completed questionnaires in the fall and spring of the same school year so risk factors could be explored longitudinally. Results revealed that gender…

  19. Effects of Year-Round Education on Texas Middle School Student Performance

    Science.gov (United States)

    Coopersmith, Michael

    2011-01-01

    This study was designed to investigate the effects of the year-round calendar on student performance in Texas middle schools as measured by achievement on the Texas Assessment of Knowledge and Skills (TAKS) test. In the State of Texas, 15 schools served students in grades six through eight using the year-round calendar in 2009-2010. The 15…

  20. Electronic Bullying and Victimization and Life Satisfaction in Middle School Students

    Science.gov (United States)

    Moore, Page Malmsjo; Huebner, E. Scott; Hills, Kimberly J.

    2012-01-01

    This study examined the nature and prevalence of electronic bullying and victimization in a sample of middle school students in a southeastern USA school. Relationships among measures of electronic bullying and victimization and global and domain-specific life satisfaction were also investigated. A total of 855 7th and 8th grade US students…

  1. Perceived Musculoskeletal Discomfort among Elementary, Middle, and High School String Players

    Science.gov (United States)

    Russell, Joshua A.; Benedetto, Rachel L.

    2014-01-01

    The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary (n = 101), middle school (n = 97), and high school (n = 159) students participated in the study by…

  2. Emotional and Behavioral Profile Assessment Using the BASC-2 with Korean Middle School Students

    Science.gov (United States)

    Myunghee Ahn, Christine; Ebesutani, Chad

    2015-01-01

    Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children-2 Self-Report of Personality, Adolescent Form…

  3. Counselor Confirmation of Middle School Student Self-Reports of Bullying Victimization

    Science.gov (United States)

    Cornell, Dewey; Mehta, Sharmila B.

    2011-01-01

    School counselors frequently use self-report surveys to assess bullying despite little research on their accuracy. In this study, counselor follow-up interviews found that only 24 (56%) of 43 middle school students who self-identified as victims of bullying could be confirmed as actual victims. Other students described peer conflicts that did not…

  4. Interactive Whiteboards in Mathematics Spaces: An Examination of Technology Integration in An Urban Middle School

    Science.gov (United States)

    Young, Jamaal; Hamilton, Christina; Cason, Marti

    2017-01-01

    The purpose of this study was to examine the effects of integrating Interactive Whiteboard (IWB) technology on middle school mathematics achievement in an urban school. Propensity score matching was used to create a comparable control group in order to isolate the effects of IWB technology on mathematics achievement. An initial experimental group…

  5. Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School

    OpenAIRE

    M. Rodionov; Z. Dedovets

    2015-01-01

    The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting.

  6. An Exploration of Relationships between Leadership and Student Citizenship Outcomes in Cyprus Middle Schools

    Science.gov (United States)

    Savvides, Vassos; Pashiardis, Petros

    2016-01-01

    Purpose: The main purpose of this study was to explore direct and indirect relationships between Leadership and Student Citizenship Outcomes in Cyprus middle schools. In the case of indirect effects the mediating role of School Academic Optimism and Instructional Quality was examined. Method: The specific study adopted a value-added quantitative…

  7. Improving Diagrammatic Reasoning in Middle School Science Using Conventions of Diagrams Instruction

    Science.gov (United States)

    Miller, B. W.; Cromley, J. G.; Newcombe, N. S.

    2016-01-01

    Visual representations are essential for science understanding, but many students have poor diagrammatic reasoning skills. Previous research showed that teaching high school and college students about the conventions of diagrams (COD) can improve diagrammatic reasoning. In this study, middle school science students received COD instruction…

  8. Skill-Builders: Improving Middle School Students' Self-Beliefs for Learning Mathematics

    Science.gov (United States)

    Falco, Lia D.; Crethar, Hugh; Bauman, Sheri

    2008-01-01

    This article presents findings from a pilot study that examined the effect of a school counselor-led intervention, using the "Skill-Builders" curriculum, on middle-school students' attitudes toward mathematics learning. Results from the current study demonstrated that students who received the Skill-Builders curriculum had significantly…

  9. The Symbolic Boundary of Sports: Middle School Athletic Culture and Mexican Immigrant Girls

    Science.gov (United States)

    Meador, Elizabeth

    2012-01-01

    In this article the author presents an analysis of the hidden curriculum of school sports in mediating the achievement of Mexican immigrant girls in middle schools in the southwestern United States. Using Bourdieu's theory of taste, the author shows how symbolic boundaries expressed by students and teachers legitimize cultural practices that…

  10. Constructing a "Fast Protocol" for Middle School Beginner Violin Classes in Japan

    Science.gov (United States)

    Akutsu, Taichi

    2018-01-01

    This study aimed to investigate the process of constructing a "fast-protocol" for violin instruction. Since learning string instruments has not been common, and because there are limited hours for music in Japanese schools, the author, a violinist, collaborated with the general music teacher at a middle school in the Tokyo metropolitan…

  11. A Formal Reasoning Ability and Misconceptions Concerning Genetic in Middle School Students

    Science.gov (United States)

    Oztas, Haydar; Oztas, Fulya

    2016-01-01

    The aim of his study was to detect the misconceptions about heredity in secondary school (Middle school) 8th Grade pupils' Science courses. In order to perform a beneficial and useful science education it was necessary. The space of study was 8th grade pupils that the data obtained from research assessed via appreciated statistical methods.As a…

  12. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    Science.gov (United States)

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  13. Curriculum, Credentials, and the Middle Class: A Case Study of a Nineteenth-Century High School.

    Science.gov (United States)

    Labaree, David F.

    1986-01-01

    Described is the development of the modern hegemonic curriculum--i.e., one in which knowledge is stratified, academic, and appropriated through individual competition--in a nineteenth century high school. This developmental process hinged on the relationship between the school's curriculum and its middle-class constituency, a relationship…

  14. Title I Middle School Administrators' Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline

    Science.gov (United States)

    Kennedy, Brianna L.; Murphy, Amy S.; Jordan, Adam

    2017-01-01

    This grounded theory study of how Title I middle school administrators determine students' punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators' choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students'…

  15. Girls, and Gender and Power Relationships in an Urban Middle School

    Science.gov (United States)

    McCullough, Susan

    2017-01-01

    This paper describes the practices employed by middle school girls in New York City to negotiate their postfeminist school environment and considers the contested notion of girls' agency. Based on an exploratory ethnographic study, the data reveal that girls--to varying degrees of success--enacted a range of practices to gain power over the…

  16. Protective Effects of Middle School Comprehensive Sex Education with Family Involvement

    Science.gov (United States)

    Grossman, Jennifer M.; Tracy, Allison J.; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

    2014-01-01

    Background: School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its…

  17. Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics

    Science.gov (United States)

    Grimes, Mary Katheryn

    2012-01-01

    Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a…

  18. Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

    Science.gov (United States)

    Upadhyay, Bhaskar

    2010-01-01

    The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

  19. Engaging Middle School Students in Physical Education and Physical Activity Programs

    Science.gov (United States)

    Doolittle, Sarah

    2016-01-01

    With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

  20. "Can I Trust You with This?" Investigating Middle School Students' Use of Learning Supports

    Science.gov (United States)

    Brion-Meisels, Gretchen

    2015-01-01

    Adolescents have a unique perspective on their own development. However, educators have not fully considered the role of students' meaning making in the provision and receipt of school-based supports. To address this gap, this article draws on photographs and in-depth interviews that explore urban middle school students' experiences with learning…