Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge Through Analysis of Student Representations

The present study examines the features and quality of visual representations (VRs) created by middle school students with learning disabilities and difficulties in mathematics in response to a released fraction item from the National Assessment of Educational Progress (NAEP). Relations between VR quality and scores on other measures of fraction knowledge are also investigated. Results show that students used circular area models most frequently to represent the NAEP item, but used bar models most accurately. Based on results, bar models may be the most efficient and effective area model VRs for use in fractions instruction. Representation quality was associated with problem-solving accuracy, as well as with performance on fraction number line estimation and fraction magnitude comparison. Implications for practice are discussed.

Download Full-text

Effects of Eucalyptus Aromatherapy on Quality of Life and Academic Stress in Middle-School Students with Allergic Rhinitis

The Korean Journal of Growth and Development ◽

10.34284/kjgd.2019.02.27.1.71 ◽

2019 ◽

Vol 27 (1) ◽

pp. 71-78

Author(s):

Mi-Hee Choi ◽

Kum-Bee Lee ◽

Young-Sun Kim ◽

Yeong-Suk Cha

Keyword(s):

Quality Of Life ◽

Middle School ◽

Allergic Rhinitis ◽

Middle School Students ◽

Academic Stress ◽

School Students

Download Full-text

Middle School Students’ Perceptions of the Quality of School Life in Ankara

Journal of Education and Learning ◽

10.5539/jel.v6n1p175 ◽

2016 ◽

Vol 6 (1) ◽

pp. 175 ◽

Cited By ~ 2

Author(s):

Figen Eres ◽

Pinar Bilasa

Keyword(s):

Middle School ◽

Academic Success ◽

Middle School Students ◽

Life Quality ◽

School Management ◽

School Life ◽

School Students ◽

Quality Perception ◽

Quality Of School Life

The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about sub-dimension “status”, they have the lowest perceptions about “school management”. The students have moderate perceptions about sub-dimension “student” which includes mutual relations between students. Similarly, they have moderate perceptions about feelings towards the school which include items related with school image as perceived by the students. The school management, which is directly responsible for the school climate and image, has an impact on life quality perception. Analyzing school life quality of the students by their demographic features, it was found that female students and students in a class consisting of 10-20 students have higher school life quality perception. Although academic success of the students varies, their school life quality perception does not vary.

Download Full-text

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

Intervention in School and Clinic ◽

10.1177/1053451217736866 ◽

2017 ◽

Vol 53 (5) ◽

pp. 276-282 ◽

Cited By ~ 2

Author(s):

Laurice M. Joseph ◽

Kelsey M. Ross

Keyword(s):

Middle School ◽

Learning Disabilities ◽

Middle School Students ◽

Evidence Based ◽

Effective Strategy ◽

Students With Learning Disabilities ◽

School Students ◽

Reading Text ◽

Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

Download Full-text