scholarly journals Using The Internet In Teaching Algebra To Middle School Students: A Study Of Teacher Perspectives And Attitudes

2017 ◽  
Vol 10 (2) ◽  
pp. 121-136
Author(s):  
Maha Saad Alsaeed
Keyword(s):  
Middle School ◽  
Middle Childhood ◽  
The United States ◽  
The Internet ◽  
School Students ◽  
Vast Number ◽  
Algebra Instruction ◽  
Teaching Algebra ◽  
Teachers And Students ◽  
Teaching Of Mathematics

During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop students’ learning of algebra. The participant’s teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States.  The study found that the Internet’s function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction. 

Unpacking Social Inequalities

2010 ◽  
pp. 55-79 ◽  
Author(s):  
Laurie A. Henry
Keyword(s):  
United States ◽  
Middle School ◽  
Technology Integration ◽  
Middle School Students ◽  
School Districts ◽  
New Literacies ◽  
Contextual Factors ◽  
The United States ◽  
The Internet ◽  
School Students

This chapter is based on a comparative, qualitative study that explored social equity issues related to technology integration among middle schools located in the United States of America. Differences between economically privileged and economically disadvantaged school districts were explored to determine if inequalities related to technology integration generally, and the development of multiliteracies specifically, exist. Participants included middle school students from grades 5 to 8, and teachers and administrators from nine schools located in four different school districts. Data included transcripts from interviews and focus groups, observational field notes, and various school artifacts collected from the research sites. Using these data, an exploration of the contextual factors that might influence the inclusion of instruction for new literacies directly related to literacy activities on the Internet was conducted. The results suggest that a disparity does exist along economic lines and several contextual factors were identified that may impede the development of the new literacies including the use of the Internet as an information resource among middle school students in the United States.

scholarly journals Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry

2018 ◽  
Vol 3 (1) ◽  
pp. 90-113 ◽  
Author(s):  
Camea Davis
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Ideal Self ◽  
School Students ◽  
Social Barriers ◽  
Poetic Inquiry ◽  
Slam Poetry ◽  
Youth Identity ◽  
Classroom Space ◽  
Teachers And Students

The purpose of this study was to describe the slam poetry classroom space and its meaningfulness as a tool for the construction of the perceived and embodied identities of urban American middle school students. The aim of this article is to explain how critical poetic inquiry can participate in the activist tradition of amplifying the voices of the oppressed when exploring the slam poetry classroom space and co-creating its meaning with student-participants. This research questioned: How does the slam poetry space enable middle school students to break through social barriers? How does the slam poetry space engage middle school students in the process of identity construction? Themes that emerged from this study include that slam poetry class provided a place to negotiate prescribed identities and the slam poetry class was a location for youth to create ideal self-narratives. This research contributes a pedagogy that empowers teachers and students to engage in collaborative agency and change-making through dialogue via slam poetry and critical poetic inquiry. The organizing structure of this article uses poems authored by the researcher and subtitles to introduce each section.

scholarly journals Peran Guru Pendidikan Agama Islam Dalam Mengantisipasi Dampak Penggunaan Media Sosial Bagi Siswa Sekolah Menengah Pertama

2018 ◽  
Vol 1 (2) ◽  
pp. 105-120
Author(s):  
Ismail Ismail
Keyword(s):  
Middle School ◽  
Social Media ◽  
High School Students ◽  
Junior High School ◽  
Student Behavior ◽  
Primary Data ◽  
School Students ◽  
The North ◽  
Teachers And Students ◽  
Teachers And Parents

This study aims to describe the existence of social media on student behavior and the inhibiting factors of PAI teachers in various social media at North Belopa State Middle School. This research is qualitative research that uses pedagogical, psychological, sociological, and theological normative approaches. Data sources are primary data sourced from principals, PAI teachers, and students through interviews, while data in the form of existing documents with research. The results of the study show that in the role of the teacher in using social media in junior high school students in the sub-district as follows: 1. Dutch Middle School students use social media as a place to show the outside world. Everyone is competing to display and make branding about the World World. There is nothing that can be done for others and  2. As for the PAI teacher's inhibitors in various social media at the North Belopa State Middle School, they are not working with teachers and parents in using social media. Community environment (association) association of students outside the school is also very large on the behavior and behavior of students in everyday life. Ineffective regulations made by schools.

scholarly journals Analysis of Negative Transfer in Junior High Students’ English Writing Errors

2018 ◽  
Vol 6 (7) ◽  
pp. 80-88
Author(s):  
Yang Xueping
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Negative Transfer ◽  
Junior High ◽  
Research Subjects ◽  
School Students ◽  
English Writing ◽  
Junior High Students ◽  
Teachers And Students ◽  
Writing Errors

It has become a very significant topic that how to help students overcome the Chinese negative transfer in English writing. This research attempts to investigate the main types of errors made by junior middle school students in their English writing, then to explore the causes of the identified errors, in order to avoid these types of errors. The research subjects are 107 students from two classes in grade eight of No.10 Middle School of Nanchong. Questionnaire and composition writing are used as instruments in this research. It hopes that, this paper can help teachers and students to overcome the influence of Chinese negative transfer, improve students’ English writing.

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

scholarly journals A Middle School Program to Prevent E-Cigarette Use: A Pilot Study of “CATCH My Breath”

2020 ◽  
Vol 135 (2) ◽  
pp. 220-229 ◽  
Author(s):  
Steven H. Kelder ◽  
Dale S. Mantey ◽  
Duncan Van Dusen ◽  
Kathleen Case ◽  
Alexandra Haas ◽  
...  
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle Schools ◽  
Cognitive Theory ◽  
The United States ◽  
School Level ◽  
Cigarette Use ◽  
School Students ◽  
Cross Sectional

Objectives: From 2017 to 2018, electronic cigarette (e-cigarette) use increased 78% among high school students and 48% among middle school students in the United States. However, few e-cigarette prevention interventions have been evaluated. We determined the feasibility and initial effectiveness of “CATCH My Breath,” an e-cigarette prevention program, among a sample of middle schools in central Texas. Methods: Twelve middle schools in Texas (6 intervention schools and 6 control schools) participated in the CATCH My Breath pilot program during 2016-2017. CATCH My Breath is rooted in social cognitive theory, consists of 4 interactive in-class modules, and is collaboratively administered via classroom and physical education teachers, student–peer leaders, and social messaging (eg, school posters). We collected 3 waves of data: baseline (January 2017), 4-month follow-up (May 2017), and 16-month follow-up (May 2018). Using school as the unit of analysis, we tested a repeated cross-sectional, condition-by-time interaction on e-cigarette ever use, psychosocial determinants of use, and other tobacco use behaviors. Analyses controlled for school-level sociodemographic characteristics (eg, sex, race/ethnicity, and percentage of students eligible for free or reduced-price lunch). Results: From baseline to 16-month follow-up, increases in ever e-cigarette use prevalence were significantly lower among intervention schools (2.8%-4.9%) than among control schools (2.7%-8.9%), controlling for covariates ( P = .01). Intervention schools also had significantly greater improvements in e-cigarette knowledge (β = 0.71; 95% confidence interval [CI], 0.21-1.21; P = .008) and perceived positive outcomes (β = –0.12; 95% CI, –0.23 to –0.02; P = .02) than control schools, controlling for covariates from baseline to 16-month follow-up. Conclusion: Ever e-cigarette use was lower among middle schools that implemented the CATCH My Breath program than among those that did not. Replication of findings among a larger sample of schools, using a group-randomized, longitudinal study design and a longer follow-up period, is needed.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

The Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States

2015 ◽  
Vol 36 (10) ◽  
pp. 807-822 ◽  
Author(s):  
Nadine M. Connell ◽  
Sarah El Sayed ◽  
Jennifer M. Reingle Gonzalez ◽  
Natalie M. Schell-Busey
Keyword(s):  
United States ◽  
Middle School ◽  
Middle School Students ◽  
Race And Ethnicity ◽  
The United States ◽  
School Students

scholarly journals Pilot Project to Integrate Community and Clinical Level Systems to Address Health Disparities in the Prevention and Treatment of Obesity among Ethnic Minority Inner-City Middle School Students: Lessons Learned

2018 ◽  
Vol 2018 ◽  
pp. 1-15
Author(s):  
Jessica Rieder ◽  
Agnieszka Cain ◽  
Erica Carson ◽  
Andrea Benya ◽  
Paul Meissner ◽  
...  
Keyword(s):  
Middle School ◽  
Health Disparities ◽  
Organizational Structures ◽  
Pilot Project ◽  
The United States ◽  
Lessons Learned ◽  
Science Literature ◽  
School Students ◽  
Prevention And Treatment ◽  
Implementation Studies

Effective obesity prevention and treatment interventions are lacking in the United States, especially for impoverished minority youths at risk for health disparities, and especially in accessible community-based settings. We describe the launch and pilot implementation evaluation of the first year of the B’N Fit POWER initiative as a middle school-based comprehensive wellness program that integrates weight management programming into existing onsite preventive and clinical services. Consistent with the existing implementation science literature, we focused on both the organizational structures that facilitate communication and the development of trust among stakeholders, students, and families and the development of realistic and timely goals to implement and integrate all aspects of the program. New implementation and programming strategies were developed and tested to increase the proportion of students screened, support the linkage of students to care, and streamline the integration of program clinical and afterschool components into routine services already offered at the school. We report on our initial implementation activities using the Standards for Reporting Implementation Studies (StaRI) framework using hybrid outcomes combining the Reach element from the RE-AIM framework with a newly conceptualized Wellness Cascade.

scholarly journals Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

2015 ◽  
Author(s):  
Mary Anne Steinberg ◽  
Erica McCray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
The United States ◽  
School Students ◽  
Caring Teachers ◽  
Middle Schoolers ◽  
Basic Qualitative Study ◽  
School Learning ◽  
Real World Problems

This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want active classrooms, and students’ technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it.

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