Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD

2002 ◽  
Vol 36 (2) ◽  
pp. 102-112 ◽  
Author(s):  
Robert Helwig ◽  
Lisbeth Anderson ◽  
Gerald Tindal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Test Scores ◽  
School Students ◽  
Students With Ld

Impact of stroke education on middle school students and their parents: A cluster randomized trial

2016 ◽  
Vol 12 (4) ◽  
pp. 401-411 ◽  
Author(s):  
João Pedro Marto ◽  
Cláudia Borbinha ◽  
Rita Filipe ◽  
Sofia Calado ◽  
Miguel Viana-Baptista
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Test Scores ◽  
Control Groups ◽  
School Students ◽  
Stroke Education ◽  
And Control ◽  
The Impact ◽  
Stroke Knowledge ◽  
Structured Questionnaire

Background School students are an attractive target for stroke education due to the potential impact on stroke prevention and recognition. Additionally, these students can drive behavioral changes in their families. Aim To evaluate the impact of stroke education on school students, in terms of students’ and parents’ acquired stroke knowledge. Methods A structured questionnaire on knowledge of stroke was filled out by eighth-grade students and one of their parents in seven public schools. In four of these schools, students attended a stroke lecture; educational flyers and magnetic posters were distributed and parent education was encouraged. Students and parents of the other three schools were included in a control group. Students and parents, of both intervention and control groups, were resubmitted to the initial structured questionnaire within one week of the stroke lecture and three months later. Results We included 764 students and 344 parents, 383 (50.1%) and 210 (61.0%) in the intervention group. Correct test scores for students before, within one week, and three months after the intervention were 54.49% versus 55.03% (p = 0.418), 98.69% versus 60.89% (p < 0.001), and 95.58% versus 75.7% (p < 0.001) in the intervention and control groups, respectively. Correct test scores for parents at the same time points were 68.78% versus 64.47% (p = 0.107), 96.89% versus 71.42% (p < 0.001), and 94.58% versus 76.54% (p < 0.001) in the intervention and control groups, respectively. Conclusions School-based interventions may improve stroke knowledge in middle school students and their parents.

How Should Middle-School Students with LD Approach Online Note Taking? A Mixed-Methods Study

2006 ◽  
Vol 29 (2) ◽  
pp. 89-100 ◽  
Author(s):  
L. Brent Igo ◽  
Paul J. Riccomini ◽  
Roger H. Bruning ◽  
Ginger G. Pope
Keyword(s):  
Middle School ◽  
Mixed Methods ◽  
Middle School Students ◽  
Mixed Methods Study ◽  
Note Taking ◽  
School Students ◽  
Students With Ld

Phonological Awareness Instruction for Middle School Students with Learning Disabilities

2003 ◽  
Vol 26 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Preetha Bhat ◽  
Cynthia C. Griffin ◽  
Paul T. Sindelar
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Phonological Awareness ◽  
Word Identification ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Phonological Awareness Instruction ◽  
Students With Ld ◽  
Group B

The purpose of this study was to determine if middle school students with learning disabilities (LD) identified as having phonological awareness deficits could improve their phonological awareness skills after instruction, and if these skills could impact word recognition skills. Forty middle school students with LD who were identified as having phonological awareness deficits were matched and split into two groups, A and B. Both groups received the same type of phonological awareness instruction. Results indicated that there was no group effect for the word identification subtest. However, there was main effect for occasion; for both groups, posttest scores were significantly higher than the midtest scores, and midtest scores were significantly higher than the pretest scores. With respect to the CTOPP scores, results showed an interaction effect. Followup t-tests indicated that for the midtest, Group A significantly outperformed Group B on the CTOPP, suggesting that the intervention had an effect on phonological awareness skills. Both groups also had significantly higher posttest scores compared to the pretest scores, implying that both groups improved their phonological awareness skills over time.

AN EXAMINATION OF THE EFFECT OF TANGIBLE AND SOCIAL REINFORCERS ON INTELLIGENCE TEST PERFORMANCE OF MIDDLE SCHOOL STUDENTS

1985 ◽  
Vol 13 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Janice Miller ◽  
Ben F. Eller
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Middle Class ◽  
Test Performance ◽  
Test Scores ◽  
Intelligence Quotient ◽  
Lower Class ◽  
School Students ◽  
Verbal Praise ◽  
Lower Socioeconomic

The purpose of this study was to determine if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same number of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. Ten hypothesis were tested and the results supported the following:). Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. 2. Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. 3. The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males.

scholarly journals Developing Tutorial Learning Video To Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” In Cultural Arts Subject For Middle School Students Grade VIII

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Nana Sunar Sasih ◽  
Zulfianti Syahrial ◽  
Rusmono Rusmono
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Test Scores ◽  
Media Analysis ◽  
Practical Skill ◽  
Folk Dance ◽  
School Students ◽  
Cultural Arts ◽  
Video Tutorial

This study which is aimed to develop a learning video, entitled "Developing Tutorial Learning Video to Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” in Cultural Arts Subject for Middle School Students Grade VIII " and is designed for Cultural Arts Education particularly dance for middle school students which has proven its effectiveness to improve the final grades of middle school students. The research participants were Al Azhar Syifa Budi Junior High School students in Jakarta. This research and development followed the stages of Lee and Owens' development. The stages in developing a video tutorial are: (1) conducting a preliminary analysis, (2) conducting a front-end analysis consisting of audience analysis, technology analysis, task analysis, media analysis; (3) Design; (4) Development: one to one production and test processes; (5) Implementation; (6) Evaluation (Validation from content expert, media expert, instructional design expert). Video tutorials can be accessed online for everyone at anytime in any place. The result of this study indicated that the video tutorial is beneficial in the learning process of the Betawi Cokek Sipatmo Dance Practice in the subject of Cultural Arts as evidenced by the increase in post-test scores compared to the pre-test scores.

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