The Middle School: Philosophy Program Organization

1968 ◽  
Vol 42 (8) ◽  
pp. 487-490
Author(s):  
W. George Batezel
Keyword(s):  
Middle School ◽  
School Philosophy ◽  
Program Organization ◽  
Middle School Philosophy

Middle School Instructional Practices

2021 ◽  
pp. 1-24
Author(s):  
Cherie B. Gaines
Keyword(s):  
Middle School ◽  
Instructional Strategies ◽  
Middle School Teachers ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Teachers ◽  
School Students ◽  
Environment Change ◽  
School Philosophy ◽  
Developmentally Responsive

As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

The Unique Nature of Middle School Counseling

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Patrick Akos
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Asca National Model ◽  
Middle School Counselors ◽  
Unique Nature ◽  
National Model ◽  
School Philosophy ◽  
Distinctive Role

While all levels of school counseling share similarities, the development of early adolescents and the ecology of the middle school require a distinctive role for middle school counselors. This article explores the implications of development and the middle school philosophy on the application of middle school counselor practice and the application of the ASCA National Model®.

Strategies to Overcome Middle School Teachers' Classroom Management Stress

2021 ◽  
pp. 217-235
Author(s):  
Kent Alan Divoll ◽  
Angelica Ramos Ribeiro
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Student Development ◽  
New Teachers ◽  
Teacher Stress ◽  
School Teacher ◽  
New Teacher ◽  
School Level ◽  
School Philosophy ◽  
The Brain

The purpose of this chapter is to explain the complexities of classroom management, student development, and middle school philosophy for new teachers at the middle school level. In addition, the authors provide the following four strategies to help new teachers deal with the stress of classroom situations: (a) improving knowledge of student development, the brain, and stress; (b) focusing on what is in the teachers' control; (c) breaking down the tasks into small chunks; and (d) creating a positive mindset. This chapter is unique because few authors have combined the concepts of middle school teacher stress caused by classroom management, how the brain influences classroom management, teacher stress, the cyclical nature of new teacher stress, and strategies to ameliorate stress.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Sign in / Sign up

Export Citation Format

Share Document