scholarly journals Board 20: Engagement in Practice: First-year Students as “Engineer for a Day” for Middle School Students

2020 ◽  
Author(s):  
Cynthia Carlson ◽  
Anne Gatling ◽  
Katherine Donell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
First Year ◽  
School Students ◽  
First Year Students

3-D Graphing, Contour Graphs, Topographical Maps, and Matrices Using Spreadsheets

1999 ◽  
Vol 92 (2) ◽  
pp. 166-174
Author(s):  
Louis Feicht
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Three Dimensional ◽  
First Year ◽  
School Students ◽  
Mathematical Concepts ◽  
Younger Age ◽  
Hands On ◽  
College Calculus ◽  
Topographical Maps

Modern spreadsheets can make powerful mathematical concepts accessible to students at a younger age than ever before. Contours and three–dimensional graphing are topics that were previously reserved until well into the first year of college calculus. Three–dimensional graphing now can be successfully taught to middle school students with the assistance of a computer spreadsheet. This combination of the computer with hands-on activity exposes students to numerical and graphical representations of data on the same spreadsheet “page” and forces them to make connections between the two forms of data.

Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes

1991 ◽  
Vol 58 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Jennifer York ◽  
Terri Vandercook ◽  
Cathy Macdonald ◽  
Cheri Heise-Neff ◽  
Ellen Caughey
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
General Educators ◽  
First Year ◽  
School Students ◽  
Preliminary Study ◽  
Students With Severe Disabilities

General educators, special educators, and classmates without disabilities were surveyed at the end of the first year that middle-school students with severe disabilities were integrated into general education classes in two suburban midwestern communities. Results of this preliminary study revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of perceived social competence, were realized by the students with severe disabilities. Acceptance of these students by classmates was considered to have increased substantially. Educators felt the general class integration experiences were positive for themselves and for students, although there were differences in perspectives between general and special educators.

Gaining Perspective

2018 ◽  
pp. 74-88
Author(s):  
Heather Coffey ◽  
Susan B. Harden
Keyword(s):  
Middle School ◽  
Public Schools ◽  
Middle School Students ◽  
Service Learning ◽  
Middle School Teachers ◽  
First Year ◽  
School Students ◽  
Community Partners ◽  
Learning Partnerships ◽  
First Year University

In this chapter, the authors discuss the outcomes of a program evaluation of a university-middle school service-learning partnership. The initial goal was to evaluate the extent to which three middle school teachers, our community partners, were satisfied with the volunteer experience their seventh grade students had with first-year university students. The evaluation came after a three-year partnership between undergraduates enrolled in a liberal studies course focused on citizenship and education and a team of middle school students and their teachers. Interviews revealed that this partnership enabled teachers to view their students through a different lens than they had prior to the partnership. Further, teachers suggested that the service-learning activities facilitated a deeper understanding of students' funds-of-knowledge and talents. This research supports the possibility that there are valuable unintended outcomes of service-learning partnerships between universities and public schools.

How the Popularity of Bullies Influences the Self-Esteem of Their Classmates: A Study of First-Year Middle School Students in South Korea

2019 ◽  
pp. 088626051987016
Author(s):  
Min-Ah Lee ◽  
Cholkyun Shin ◽  
Jeong-han Kang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
South Korea ◽  
Self Esteem ◽  
Close Friend ◽  
The Self ◽  
First Year ◽  
Friendship Networks ◽  
School Students ◽  
Indirect Exposure

This study investigated whether and how classroom-level bullies’ friendship networks, which reflect the popularity of bullies, were associated with the self-esteem of middle school students in the classroom. We analyzed survey data from 2,444 students in 101 classrooms from 22 middle schools in Korea. Respondents reported their friends’ and bullies’ names from their classroom. For each student, we generated the number of close friends that a respondent reported (outdegree) and the number of classmates who nominated him or her as a close friend (indegree). Bullies’ popularity was measured by the sum of all the bullies’ indegrees in a classroom. The findings showed that students in a classroom of bullies with larger popularity had a lower level of self-esteem. Moreover, bullies’ popularity was harmful to nonvictims’ self-esteem as well as victims’ self-esteem. This study suggests that even indirect exposure to bullying in a classroom can decrease the self-esteem of nonvictims by leading to negative emotions such as anger, anxiety, fear, and/or guilty feelings.

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