The Influence of Gender Patterns and Grade Level on Friendship Expectations of Middle School Students ToWard Peers With Severe Disabilities

2004 ◽  
Vol 19 (4) ◽  
pp. 205-214 ◽  
Author(s):  
Kyoung Gun Han ◽  
Janis G. Chadsey
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Severe Disabilities ◽  
School Students ◽  
Friendship Expectations ◽  
Gender Patterns

scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Membership and Belonging in Inclusive Classrooms: What Do Middle School Students Have to Say?

1998 ◽  
Vol 23 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Lilly J. Williams ◽  
June E. Downing
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Inclusive Classrooms ◽  
School Students ◽  
Qualitative Research Study ◽  
Individual Interviews ◽  
Multiple Focus ◽  
Group Interviews

The purpose of this qualitative research study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. A total of 51 middle school students, of whom 4 students had severe disabilities, participated in the main study. Multiple focus group interviews and individual interviews were conducted to obtain an in-depth understanding of the phenomenon of membership and belonging. Following qualitative data analysis procedures, findings indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities, and obtaining good grades indicated membership. Students attributed teachers with helping them feel like members of the class. Students also associated certain class activities with classroom membership; they felt part of the class when class work was fun, active, interesting, and meaningful. Students perceived similar indicators of membership for their classmates with severe disabilities. In conclusion, findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms.

Epistemological Differences Between Gifted and Typically Developing Middle School Students

2019 ◽  
Vol 42 (2) ◽  
pp. 164-184
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Gifted Students ◽  
Developmental Differences ◽  
Typically Developing ◽  
Learning Context ◽  
School Students ◽  
Substantial Impact ◽  
Personal Epistemologies

Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.

scholarly journals Middle School Students’ Graph Skills and Affective States about Graphs

2020 ◽  
Vol 6 (4) ◽  
pp. 692
Author(s):  
Murat Bursal ◽  
Serap Yetiş
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Eighth Graders ◽  
Efficacy Beliefs ◽  
Affective States ◽  
School Students ◽  
Positive Attitudes ◽  
Significant Difference

This survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students’ graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum.

Examining School Engagement and Self-Concept by Grade Level Among at-Risk Middle School Students

2014 ◽  
Author(s):  
Joshua M. Henderson ◽  
Jennie Park-Taylor ◽  
Griselle Baret ◽  
Chana B. Krupka ◽  
Mikaela Pitcan
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Engagement ◽  
Grade Level ◽  
Self Concept ◽  
School Students

scholarly journals A study on the examination of the metaphoric perceptions of middle school students about pattern

2020 ◽  
Vol 10 (1) ◽  
pp. 215-250
Author(s):  
Selin Çenberci ◽  
Dilek Sezgin Memnun ◽  
Hasibe İnce
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Qualitative Data ◽  
School Students ◽  
Chi Square ◽  
Grade Levels ◽  
Significant Difference ◽  
Chi Square Test ◽  
Phenomenological Design

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.

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