The impact of a museum travelling exhibition on middle school teachers and students from rural, low-income homes

2016 ◽  
Vol 62 (3) ◽  
pp. 355-374
Author(s):  
James Badger ◽  
Richard J. W. Harker
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Low Income ◽  
School Teachers ◽  
Teachers And Students ◽  
The Impact

scholarly journals What Graduate Students from Diverse Disciplines Learn about Teaching from Working with Middle School Teachers and Students

2016 ◽  
Vol 2 (1) ◽  
pp. 79
Author(s):  
Christopher Marc Roemmele ◽  
Jon Harbor ◽  
Daniel Nelson Moore
Keyword(s):  
Middle School ◽  
Graduate Students ◽  
Middle School Teachers ◽  
Nonprofit Sector ◽  
Positive Culture ◽  
School Teachers ◽  
Post Secondary ◽  
The Public ◽  
Teaching Knowledge ◽  
Teachers And Students

We investigated how a program (GK-12) that engages diverse graduate students with middle school teachers and children impacts the participants’ teaching knowledge over a period of one day a week over ten-weeks. The experience includes graduate students developing and delivering a standards-based, hands-on and inquiry-infused lesson centered around their research interests. Qualitative analysis of reflective journals of the participants show that this intensive engagement with teachers and students increased their understanding and experience with pedagogical techniques and strategies to promote and improve student learning and understanding, developing and enhancing personality traits that encourage a positive culture for learning, and acquiring strategies and the fortitude needed to meet and deal with multiple priorities in a complex teaching environment. These results suggest that GK-12 type programs provide graduate students with skills and experiences that can be valuable when seeking employment in industry, the public or nonprofit sector, or as faculty at post-secondary institutions. Continued research of the program is necessary to determine how past participants have utilized these skills as a competitive advantage in their careers.

scholarly journals Actitudes del profesorado de secundaria hacia estudiantes con diagnóstico de trastorno mental en colegios de la provincia de Concepción y Diguillín: Un estudio cualitativo

2021 ◽  
Vol 39 (1) ◽  
pp. 283-298
Author(s):  
Cecilia Cariaga Balboa ◽  
Pamela Grandon Fernández
Keyword(s):  
Middle School ◽  
Mental Disorder ◽  
Middle School Teachers ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
School Teachers ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
The Impact

Las actitudes de los profesores hacia estudiantes con diagnóstico de trastorno mental han sido escasamente exploradas en Chile y Latinoamérica, a pesar de su importancia por el impacto que tienen en el proceso de aprendizaje de los alumnos. El presente estudio tuvo por objetivo describir las actitudes de los profesores de secundaria hacia estudiantes que presentan un diagnóstico de trastorno mental. Esta investigación empleó una metodología cualitativa con enfoque fenomenológico. Se utilizó análisis de contenido y temático para analizar los corpus. La muestra se obtuvo por conveniencia y correspondió a 30 profesores de enseñanza secundaria procedentes de colegios de diferente dependencia administrativa (municipal, subvencionado y particular). Se realizaron entrevistas semi estructuradas, por saturación teórica. Los resultados muestran que los profesores de enseñanza secundaria manifiestan actitudes contradictorias, positivas y negativas, hacia sus estudiantes con trastorno mental (TM). Las actitudes negativas tienen que ver con el temor y peligrosidad mientras que las actitudes positivas están relacionadas con el apoyo y expectativas favorables de éxito. Las actitudes negativas son comparables con las que mantiene la población en general, mientras que las actitudes positivas y las expectativas favorables de éxito hacia sus estudiantes podrían explicarse por el impacto de la educación inclusiva en los colegios y la teoría del contacto. Estos resultados deberían servir para guiar a los establecimientos educacionales en la mejora de las actitudes de los docentes hacia estudiantes con TM. Teachers' attitudes towards students with a diagnosis of mental disorder have been little explored in Chile and Latin America, despite their importance due to the impact they have on the learning process of students. The present study aimed to describe the attitudes of secondary school teachers towards students who present a diagnosis of mental disorder. This research used a qualitative methodology with a phenomenological approach. Content and thematic analysis was used to analyze the corpus. The sample was obtained for convenience and corresponded to 30 middle school teachers average coming from schools of different administrative dependency (municipal, subsidized and private). Semi-structured interviews were carried out, due to theoretical saturation. The results show that middle school teachers show contradictory, positive and negative attitudes towards their students with mental disorder (TM). Negative attitudes have to do with fear and dangerousness while positive attitudes are related to support and favorable expectations of success. Negative attitudes are comparable to those held by the general population, while positive attitudes and favorable expectations of success towards their students could be explained by the impact of inclusive education in schools and the theory of contact. These results should serve to guide educational establishments in improving teachers' attitudes towards students with TM.

scholarly journals Study the Impact of Employing Action Research on Middle School Teachers' Performance

2016 ◽  
Vol 10 (12) ◽  
pp. 7
Author(s):  
Hourieh Rahmanimehr ◽  
Asghar Sharifi
Keyword(s):  
Middle School ◽  
Action Research ◽  
Organizational Performance ◽  
Middle School Teachers ◽  
School Teachers ◽  
Reliability Factor ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Impact

This research aims to study the impact of employing action research on middle school teachers' performance in district 3 education of Tehran in 2015 educational year. With regard to its aim, this study can be considered as an applied research and regarding the data collection method, it is a descriptive(ex post facto) research. The population of this study includes middle school teachers working in district 3 education of Tehran in 1394 educational year. A study sample of 100 individuals was selected through random stratified sampling method and divided into two groups of 50 teachers. Research tool was the organizational performance questionnaire by Hersey and Goldsmith (2003). This questionnaire was set up as a 5-point scale questionnaire and includes seven sub-scales(ability, clarity, assistance, encouragement, evaluation, validity and environment). Validity of instrument was determined by Goldsmith through content method and in this research content validity was used as well. In addition, reliability factor of the questionnaire is 87% which is calculated by Cronbach’s alpha. Data collected from questionaries was analyzed using independent T-tests and Manova   in two different levels of descriptive and Inferential statistics. The results of the current research indicate that in general deploying action research affects performance of middle school teachers in district 3 education of Tehran. In secondary hypotheses using action research is effective considering ability, clarity, assistance, encouragement, evaluation, validity and environment while it has no effect on examining teachers’ performance. Besides, analyzing lateral findings of multivariate analysis of variance claims that in sample group's view, there is no significant difference between teacher’s performance divided by years of experience or levels of education.

Introduction to Volume 11: A Second Decade of Mathematics

2005 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Joe Zilliox
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Mathematics Teaching ◽  
School Teachers ◽  
The Future ◽  
Teachers And Students ◽  
Editorial Decisions ◽  
Specific Interests

Volume 11 marks the beginning of a second decade for Mathematics Teaching in the Middle School (MTMS). The journal has continued to grow since NCTM initially responded to readers' concerns and developed a publication addressing the specific interests and needs of middle school teachers and students. This focus on teachers and students that guided editorial decisions throughout the first ten years will continue to influence the contents and quality of the journal into the future.

Sign in / Sign up

Export Citation Format

Share Document