Looking Smart: Race and Academic Ability in a Diversifying Middle School

2021 ◽  
Author(s):  
Alexandra Freidus
Keyword(s):  
Middle School ◽  
Academic Ability

scholarly journals Relationship Between Academic Ability And Physical Fitness In Elementary And Middle School Students

2020 ◽  
Vol 52 (7S) ◽  
pp. 56-56
Author(s):  
Kosho KASUGA ◽  
Takahiro NAKANO ◽  
Syunsuke YAMAJI ◽  
Kazuo OGURI ◽  
Tamotsu KITABAYASHI ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Physical Fitness ◽  
Academic Ability ◽  
School Students ◽  
Elementary And Middle School

scholarly journals ТИПОЛОГІЯ АКАДЕМІЧНИХ ЗДІБНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ З РІЗНОЮ УСПІШНІСТЮ У НАВЧАННІ

2019 ◽  
pp. 169-185
Author(s):  
О. Щербакова
Keyword(s):  
Middle School ◽  
Cluster Analysis ◽  
Academic Performance ◽  
Self Regulation ◽  
Academic Ability ◽  
Academically Successful ◽  
School Students ◽  
Academic Abilities ◽  
High Level ◽  
Partial Success

Aim of the study to determine the typology of academic ability of the middle school students. Methodology. The study used the Amthauer test to evaluate verbal, non-verbal (spatial) and mathematical intelligence for students in grades 7-9, a non-verbal subtest of the E. Torrens method, an adapted method for the psychodiagnostics of E. Deci and R. Ryan's academic self-regulation for students. In total, 331 pupils of 7-9 grades participated in the study (204 pupils study under the Intelligence of Ukraine project, 127 pupils of gymnasiums), including 189 academically successful pupils and 142 academically unsuccessful pupils aged 11-15. Results. Using cluster analysis, five profiles of academic abilities of successful pupils and three profiles of academically unsuccessful pupils were obtained. Conclusions. According to the results of a cluster analysis of academic abilities of successful and unsuccessful students of the middle school, a typology of academic abilities was obtained. Academically successful pupils are presented with five types of academic ability, characterized by different ratios of high levels of verbal, mathematical, and spatial intelligence, high or moderate levels of creativity, different levels of internal and external motivation, and high or moderately high overall and partial success. High academic performance is ensured by high intelligence in different ratios of creativity, motivation, partial and overall success. Academically unsuccessful pupils within the three typological profiles differ in the level of intelligence, motivation and partial success. Against the background of a sufficiently high level of intelligence with low motivation, or with insufficient intellectual talent against a background of high intrinsic motivation, or with a decrease in all parameters of academic ability, students have a decline in academic performance.

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.

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