The Effect of Teacher Approval and Disapproval of Music Performed in a Rehearsal Setting on Music Preferences

2008 ◽  
Vol 56 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Kevin L. Droe
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Treatment Condition ◽  
The Other ◽  
Music Students ◽  
School Students ◽  
Music Preferences ◽  
Treatment Conditions ◽  
School Bands

The purpose of this study was to investigate the effects of teacher approvals and disapprovals of music performed in a rehearsal setting on the music preferences of middle school students. Students ( N = 440) from eight middle school bands participated in the study and were assigned one of four different rehearsal conditions. Teachers rehearsed either one or two assigned pieces of music, while implementing one of the following treatment conditions: (a) rehearsal of one piece with teacher approval and rehearsal of the other piece without comment; (b) rehearsal of one piece with teacher disapproval and rehearsal of the other without comment; (c) rehearsal of only one of the pieces, with teacher approval; and (d) rehearsal of only one of the pieces, with teacher disapproval. After five rehearsals of the music, students were given a listening survey on which to rate their preferences for the two compositions. Results indicated that the treatment conditions had a significant effect on preferences. Ratings from the approval treatment condition were significantly higher than those from the disapproval treatment condition.

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

Circles and the Number Pi

2001 ◽  
Vol 6 (8) ◽  
pp. 452-457
Author(s):  
Margaret W. Tent
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
The Other ◽  
School Students ◽  
Number Π

When i first started teaching middle school students about circles and the number π, my task as I understood it was straightforward: Teach them that π = 3.14 or 22/7, and teach them the formulas for finding the area and circumference of a circle. I poured in the information, but a lot of it spilled out and was lost. Here are two examples of my “wisdom” as it came out at the other end of the spout: (1) “π = 3.14, since nobody likes fractions anyway” and (2) “There are two formulas that you have to use, πr 2 and πd. Sometimes you use one formula and sometimes the other. If you are lucky, you will guess right.”

Adolescents' Interest in and Views of Destructive Themes in Rock Music

1989 ◽  
Vol 19 (3) ◽  
pp. 177-186 ◽  
Author(s):  
Hannelore Wass ◽  
Jana L. Raup ◽  
Karen Cerullo ◽  
Linda G. Martel ◽  
Laura A. Mingione ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Young Children ◽  
Rock Music ◽  
Urban High School ◽  
School Students ◽  
Music Preferences ◽  
Professional Groups

In a survey of rock music preferences and views on themes about homicide, satanism, and suicide (HSS), 694 middle and high school students were administered a questionnaire of structured and open-ended questions. Nine percent of the middle school students, 17 percent of the rural and 24 percent of the urban high school students were HSS rock fans. Three-fourths of these fans were males and nearly all were white. HSS fans more often claimed to know all the lyrics of their favorite songs than the non-HSS rock fans. HSS fans more often said young children should be permitted to listen to rock music with destructive themes and fewer of them believed that adolscents might commit murder or suicide after having listened to such songs. A large proportion of the students share the concern of adult citizens and professional groups about destructive lyrics in rock music and their effects.

“Seeing the Other Side”: Empowering the Voices of Latinx Middle School Students

2021 ◽  
Vol 7 (2) ◽  
pp. 100-117
Author(s):  
Jaimie Stickl Haugen ◽  
Phillip L. Waalkes ◽  
Candice Neverve
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
The Other ◽  
School Students

The impacts of maternal separation experience and its pattern on depression and dysfunctional attitude in middle school students in rural China

2020 ◽  
Vol 66 (2) ◽  
pp. 188-197
Author(s):  
Xiu-jing Cao ◽  
Yi-xuan Huang ◽  
Ping Zhu ◽  
Zhi-gang Zhang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Maternal Separation ◽  
The Other ◽  
Psychological Status ◽  
School Students ◽  
Early Separation ◽  
Dysfunctional Attitude ◽  
Significant Difference ◽  
Cumulative Duration

Background: In China, because of the growth of economically driven rural-to-urban migration, there are lots of children in rural area who are separating or have separation experience with their parents. Until now, few studies focused on solely maternal separation and no research studied whether its pattern will affect children’s later psychological status. Aim: The aim of this study was to determine whether early or late maternal separation affects depression and dysfunctional attitude in middle school students and what is the role of cumulative duration and meeting frequency. Methods: Maternal separation experience was obtained by using questionnaires. We got early maternal separation group first. Then, late maternal separation and control group were obtained with the same number by matching grade, sex and family socioeconomic status. All the students in the three groups completed the scales of Children’s Depression Inventory (CDI) and Dysfunctional Attitude Scale (DAS). Results: Both CDI and DAS scores of early separation group are higher than the other two groups. When we split the data by sex, only females presented the same results. When cumulative duration is short, there is significant difference in both scores of CDI and DAS among the three groups, which showed the scores of early separation group are higher than the other two groups. When the cumulative duration is long, there is no significant difference among the three groups. When meeting frequency is high, there is no significant difference among the three groups. When it is low, there is significant difference among the three groups, which showed the CDI and DAS scores of early separation group are higher than the other two groups. Furthermore, the same results are also found in females. Conclusion: Early maternal separation may exert negative influence on student’s depression and dysfunctional attitude. The sex, cumulative duration and meeting frequency may also play important roles in the effect.

scholarly journals Moral Exclusion and its Relationship with social adaptation among students in middle School

2019 ◽  
pp. 439-461
Author(s):  
Ammar Al-selmani ◽  
Jamal Althehebi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Social Adjustment ◽  
Female Students ◽  
Social Adaptation ◽  
The Other ◽  
School Students ◽  
Male And Female ◽  
Moral Exclusion ◽  
Preparatory Schools

The research aimed at the level of moral exclusion, the level of social adjustment among middle school students according to the age variable (16-17-18) years. Differences in moral exclusion, differences in social adjustment among middle school students by sex variable (males - females). The research sample consisted of (400) male and female students in preparatory schools in Baghdad, for the year 2017/2018, and two tools were prepared, one to measure moral exclusion and the other to measure social adjustment. The results showed that there were statistically significant differences in moral exclusion according to sex variable and in favor of males.

scholarly journals The Deliberative Approach In Teaching Dialogue Texts To Middle School Students/ المقاربة التداولية في تدريس النصوص الحوارية لتلاميذ المرحلة المتوسطة

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Bourouba Hafida ◽  
Sahraoui Khelifa ◽  
Fecih Mokrane
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Qualitative Data ◽  
Qualitative Approach ◽  
The Other ◽  
School Students ◽  
Main Approach ◽  
Middle Stage ◽  
Secondary Sources ◽  
The One

This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic

Exploring the Origins, Uses, and Interactions of Student Intuitions: Comparing the Lengths of Paths

1996 ◽  
Vol 27 (4) ◽  
pp. 478-504
Author(s):  
Ming Ming Chiu
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Knowledge Structure ◽  
The Other ◽  
School Students ◽  
Other Hand ◽  
Everyday Experiences

Sixteen middle school students ranked the lengths of various paths in two audiotaped problem-solving interviews. Every student invoked at least one of four intuitions that originated from their everyday experiences: compression, detour, complexity, and straightness. After their intuitions proved inadequate in the pretest, they were taught an applicable algorithm. However, they used their intuitions again during the posttest before applying the instructed algorithm. The reuse of the inadequate intuitions demonstrates their robustness and their continued higher cueing priority despite the presence of the successful algorithm. When students applied multiple intuitions that conflicted, they often vacillated. Eventually, most students chose one. Nevertheless, they continued using the rejected intuition to compare other paths. As a result, their problem solving suggests that their intuitions are sparsely connected fragments. On the other hand, when intuitions support a common conclusion, students may integrate them to create a larger knowledge structure.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students
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