The Current State of Inscriptions Used in Middle School Environment Textbooks and Understanding Process of the Inscriptions

2011 ◽  
Vol 50 (1) ◽  
pp. 25-41
Author(s):  
JaeYoung Han ◽  
Song-uk Lee
Keyword(s):  
Middle School ◽  
School Environment ◽  
Current State

scholarly journals The School Environment is a Mixed blessing for Seventh-Graders with Autism Spectrum Disorder in Taiwan: A Cohort Study

2021 ◽  
Author(s):  
Hsin-Hui Lu ◽  
Duan-Rung Chen ◽  
An-Kuo Chou
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Social Exclusion ◽  
School Environment ◽  
Autism Spectrum ◽  
Seventh Graders ◽  
Bullying Victimization ◽  
First Year ◽  
Time Basis ◽  
Regular Classes

Abstract Background : There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD. In Taiwan, seventh grade marks the first year in middle school after elementary school. It is also a period when peers tend to affiliate with one another to perform bullying behaviors to establish status among the peer group. Therefore, it is considered one of the most challenging times for students with ASD due to several adjustments within the school environment and the developmental changes that arise at this age.. To assess the association between school environment and bullying victimization among students with autism spectrum disorder (ASD) studying in regular classes in the first year of middle school. Methods: Data were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. One hundred and eighty-four seventh-graders with ASD in regular classes across Taiwan were included in the analysis. The primary variables under study were whether they had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.Results: Participants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with higher positive friendship quality (P = 0.001) and a more positive learning environment in the classroom (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021). Conclusions : This study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD are bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

scholarly journals PSYCHOLOGICAL MEANING AND MAIN CAUSES OF MOBBING AMONG CHILDREN OF SECONDARY SCHOOL AGE

2019 ◽  
pp. 21-24
Author(s):  
Marina Velichko
Keyword(s):  
Middle School ◽  
School Children ◽  
School Environment ◽  
Influence Factors ◽  
Educational Process ◽  
School Age Children ◽  
School Age ◽  
Middle School Children ◽  
Special Approach ◽  
Teachers And Parents

The article is an analysis of the mobbing problem occurrence among children adolescents, establishing the causes of a school environment the main characteristics of the concept and finding ways to prevent mobbing. The method of studying the problem of mobbing in children in the school environment explains to us the root causes of its occurrence, reveals the very essence of its appearance, as well as the manifestations of mobbing in middle school age children from their peers.In a deeper analysis of the problem of mobbing, we identified the main aspects of preventing this phenomenon, also developed a methodological plan for the prevention of mobbing in schools, and developed and described preventive measures to prevent manifestations among middle school children for teachers and parents who have and can influence students or their children in the context of this issue. The findings of this paper reflect the state of the problem of mobbing in the current educational process in Ukraine, taking into account the actualization of its manifestations due to the large number of displaced persons, including middle-aged children, from temporarily occupied territories during the Russian armed aggression against our country. The processes taking place in our extremes and in the world are inevitable for society as a whole, and so the challenge we face requires more detailed consideration of the issue of mobbing among adolescents of schools, the urgent response to its present manifestations, and addressing these issues, specifics of personal approaches to middle school children in each case. Analyzing the problem of mobbing among children in school, especially middle school children, we have come to the conclusion that the multiplicity of influence factors determines the direction of the study of the problem and gives this problem a new special approach, taking into account many points, and obliges us to solve the problem of mobbing the school, so that it does not persecute a person who is primarily a person, in adolescence and adulthood.

Environmental Stewardship Outcomes from Year-Long Invasive Species Restoration Projects in Middle School

2013 ◽  
Vol 6 (3) ◽  
pp. 444-448 ◽  
Author(s):  
Marion Dresner ◽  
Kelly A. Fischer
Keyword(s):  
Middle School ◽  
School Environment ◽  
Invasive Plant ◽  
Actual Behavior ◽  
Environment Analysis ◽  
Personal Effectiveness ◽  
Student Focus ◽  
Post Test ◽  
Science Classes

AbstractTo investigate the impacts of long-term targeted invasive plant stewardship projects on students' subsequent stewardship attitudes, an experiment using pre and post-tests to understand program effects and using post-test only comparisons to understand school effects was conducted. The resulting scores from two science classes that participated in year-long invasive plant and restoration activities were compared with those from three comparable classes at a linked school that did not participate in any of these activities. Students in the experimental classes showed overall significantly higher scores compared with the control classes. These attitude scores were then divided into two indexes: sense of personal effectiveness and attitudes of caring for particular places. Students in the experimental group showed increases in both, as compared with the controls. Parent and student focus groups were conducted at the end of the academic year. The resulting comments provide evidence for actual behavior change outside of the school environment. Analysis showed that any student, especially those in the control classes in the traditional middle school, indicating they had prior exposure to nature stewardship projects showed significantly higher scores than students who did not. The results underscore the value of having students involved in real-world stewardship projects, especially those of a long-term nature.

Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school

1998 ◽  
Vol 10 (2) ◽  
pp. 321-352 ◽  
Author(s):  
ROBERT W. ROESER ◽  
JACQUELYNNE S. ECCLES ◽  
ARNOLD J. SAMEROFF
Keyword(s):  
Middle School ◽  
Adolescent Development ◽  
School Environment ◽  
Emotional Functioning ◽  
Eighth Grade ◽  
Beliefs And Values ◽  
Competence Beliefs ◽  
School Learning ◽  
Developmental Significance

Adopting a motivational perspective on adolescent development, these two companion studies examined the longitudinal relations between early adolescents' school motivation (competence beliefs and values), achievement, emotional functioning (depressive symptoms and anger), and middle school perceptions using both variable- and person-centered analytic techniques. Data were collected from 1041 adolescents and their parents at the beginning of seventh and the end of eighth grade in middle school. Controlling for demographic factors, regression analyses in Study 1 showed reciprocal relations between school motivation and positive emotional functioning over time. Furthermore, adolescents' perceptions of the middle school learning environment (support for competence and autonomy, quality of relationships with teachers) predicted their eighth grade motivation, achievement, and emotional functioning after accounting for demographic and prior adjustment measures. Cluster analyses in Study 2 revealed several different patterns of school functioning and emotional functioning during seventh grade that were stable over 2 years and that were predictably related to adolescents' reports of their middle school environment. Discussion focuses on the developmental significance of schooling for multiple adjustment outcomes during adolescence.

Understanding Cyberbullying and Where We Go From Here

2021 ◽  
pp. 380-402
Author(s):  
Sabrina Brandon Ricks
Keyword(s):  
Case Studies ◽  
School Environment ◽  
Age Group ◽  
School Employees ◽  
Safe School ◽  
The Past ◽  
Societal Challenges ◽  
Current State ◽  
State Of Affairs ◽  
K 12

Cyberbullying has become a recent threat to the K-12 age group over the past couple of decades. Per the author, this chapter addresses ways to define cyberbullying, the history regarding when it emerged and current societal challenges, recognition and advancements of regulations, and the introduction of local laws, challenges with enforcing regulations, and recovery efforts to ensure students can move forward in a healthy and safe school environment. There are a few case studies throughout the chapter that demonstrate the dangers of cyberbullying and further exemplify the aforementioned points. Finally, the chapter offers information that allows readers to grasp the concept of cyberbullying, understand the current state of affairs and determine how each individual, including students, parents, school employees, and others, can play a role in recognizing, addressing, and preventing this issue.

The Development of Local Content-based Science Curriculum for Madrasah Tsanawiyah (Islamic Middle School) in Yogyakarta, Indonesia

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
School Environment ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Middle School Science ◽  
Design Development ◽  
Local Content ◽  
Local Potentials

Indonesia has been implementing a basically competencybased curriculum which provides a large room for local potentials to be incorporated into the curriculum. This paper aims at describing the process of developing and implementing local content-based science curriculum, by using the case of the embedment of salakpondoh into the Islamic middle school science curriculum. The development of the curriculum followed the 4-D model of the research based development, i.e. Define, Design, Development, and Disseminate. The Define phase was conducted through a thorough analysis of the national curriculum, local potentials as well as the characteristics of students and school environment. The Design phase was characterized by the development of the prototype of the curriculum. The prototype of the curriculum was then reviewed by 6 middle school science teachers from 3 types of middle schools in the district. The revised version of the curriculum was then implemented in the Public Madrasah Tsanawiyah(PMTs) of Pakem, Sleman, Yogyakarta. The result of this study shows that the prototype of the curriculum was given a good score by the teachers. It also was implemented in the PMTsand can increase the learning outcome of students well and also improve the cooperative skills.   Keywords - local content, salakpondoh, science curriculum, learning model, prototype, research and development

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