scholarly journals Learned Helplessness: A Case Study of a Middle School Student

1995 ◽  
Vol 14 (4) ◽  
pp. 454-466 ◽  
Author(s):  
Mary D. Walling ◽  
Thomas J. Martinek
Keyword(s):  
Middle School ◽  
Learned Helplessness ◽  
Middle School Student

Educating Students with Chronic Illness

2020 ◽  
pp. 578-597
Author(s):  
Margaret Tseng ◽  
Rebecca Magee Pluta
Keyword(s):  
United States ◽  
Middle School ◽  
Chronic Illness ◽  
Civil Rights ◽  
The United States ◽  
Middle School Student ◽  
Physical Location ◽  
Available Technology ◽  
The Impact

Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.

Playful Transition

2018 ◽  
pp. 369-396
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

Playful Transition

2016 ◽  
pp. 195-221
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

Educating Students with Chronic Illness

2016 ◽  
pp. 227-246
Author(s):  
Margaret Tseng ◽  
Rebecca Magee Pluta
Keyword(s):  
United States ◽  
Middle School ◽  
Chronic Illness ◽  
Civil Rights ◽  
The United States ◽  
Middle School Student ◽  
Physical Location ◽  
Available Technology ◽  
The Impact

Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.

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