Examining congruence in parent–teacher perceptions of middle school supports for students and families

2021 ◽  
Author(s):  
S. Andrew Garbacz ◽  
Rachel T. Santiago ◽  
Derek Kosty ◽  
Miranda Zahn ◽  
Elizabeth A. Stormshak ◽  
...  
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
School Supports

Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

2020 ◽  
pp. 99-118
Author(s):  
Mary N. Gichobi ◽  
Todd Dresser ◽  
Nathan Kraftcheck
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Preservice Teacher ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Online Course ◽  
Face To Face ◽  
Mathematics Content Course ◽  
Elementary And Middle School

This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.

scholarly journals Development of Interactive Learning Media on Material Writing Short Story Texts Based on Experience

2019 ◽  
Vol 2 (1) ◽  
pp. 91-102
Author(s):  
Mastari Ramadhani ◽  
M. Oky Fardian Gafari ◽  
Marice Marice
Keyword(s):  
Middle School ◽  
Short Stories ◽  
Teacher Perceptions ◽  
Learning Outcomes ◽  
Short Story ◽  
Interactive Learning ◽  
Interactive Media ◽  
Language Teachers ◽  
Average Value ◽  
Modern School

The development of interactive media on learning to write experience-based short stories is designed according to the needs and characteristics of students who are expected to be able to overcome all the problems in learning activities to write short stories and make students more active, independent and able to think critically. This research was carried out at Amanah Islamic Modern School Middle School in Medan. The data in this study are the results of observations, interviews, results of questionnaires validation of material and design of learning media, the results of questionnaires teacher perceptions of learning media developed, and student learning outcomes totaling 32 people. Data from observations in the form of learning values writing short stories totaling 32 students so far and the results of interviews in the form of opinions of two Indonesian language teachers related to learning to write short stories obtained from students and teachers of Indonesian. Learning outcomes in short story text writing material based on the experience of students of class IX-1 Amanah Middle School Islamic Modren School Medan after using interactive learning media are in the category of "very good" with an average value of 80 and average values before using interactive multimedia learning media for 69.37 which is in the "good" category.

Student and teacher perceptions on student-teacher relationship quality: A middle school perspective

2018 ◽  
Vol 40 (1) ◽  
pp. 66-87 ◽  
Author(s):  
Sara L. Prewett ◽  
David A. Bergin ◽  
Francis L. Huang
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
Student Teacher ◽  
Emotional Support ◽  
Classroom Behavior ◽  
Sixth Grade ◽  
Social Emotional ◽  
School Students ◽  
Student Teacher Relationship ◽  
Teacher Relationships

This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.

Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

2013 ◽  
Vol 42 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Gregory A. Fabiano ◽  
William E. Pelham ◽  
Antara Majumdar ◽  
Steven W. Evans ◽  
Michael J. Manos ◽  
...  
Keyword(s):  
Middle School ◽  
Attention Deficit Hyperactivity Disorder ◽  
Teacher Perceptions ◽  
Attention Deficit ◽  
School Teacher ◽  
Middle School Teacher ◽  
Hyperactivity Disorder ◽  
Elementary And Middle School

Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations

2015 ◽  
pp. 22-45 ◽  
Author(s):  
Shari J. Metcalf ◽  
Amy M. Kamarainen ◽  
Cailean B. Cooke ◽  
Selen Turkay ◽  
Tina Grotzer ◽  
...  
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Perceived Value ◽  
Directed Learning ◽  
Technical Issues ◽  
School Learning ◽  
Research Questions ◽  
Role Based

Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum's implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE's perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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