scholarly journals Effectiveness Strategy in the Light of Brain-based Learning on Developing Lateral Thinking and the Attitude of its Applying of Middle School Talented Students

2019 ◽  
Vol 10 (19) ◽  
pp. 165-188
Author(s):  
Yahya Abdulkhaleq Yousof ◽  
Keyword(s):  
Middle School ◽  
Brain Based Learning ◽  
Talented Students ◽  
Lateral Thinking

Brain-Based Learning

2021 ◽  
pp. 361-378
Author(s):  
Feyza Aliustaoğlu ◽  
Abdulkadir Tuna
Keyword(s):  
Middle School ◽  
Information Processing ◽  
Learning Styles ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Cycle ◽  
Dominant Hemisphere ◽  
Expert Opinions ◽  
Brain Based Learning

Many models that take into account the learning styles have been developed with the formation of modern educational approaches. 4MAT model is a natural learning process moving sequentially through the learning cycle. According to the 4MAT model there are four learning styles and each student can learn more comfortable with their own learning styles. In consideration of neurological studies, also, the dominant hemisphere used by individuals in the information processing process is important in the 4MAT model. This chapter presents a lesson plan based on the 4MAT model as well as the results regarding the application of this lesson plan in a middle school located in the northern part of Turkey. The lesson plan was prepared by examining the books titled “4MAT 4 algebra: The system of mathematics” and “4 MAT 4 geometry teacher book” and receiving expert opinions.

scholarly journals Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools

2018 ◽  
Vol 13 (2) ◽  
pp. 256-279 ◽  
Author(s):  
Sean Patrick Corcoran ◽  
E. Christine Baker-Smith
Keyword(s):  
High School ◽  
Middle School ◽  
New York ◽  
High Schools ◽  
Low Income ◽  
Descriptive Analysis ◽  
Alternative Measures ◽  
History Of ◽  
Talented Students ◽  
School Differences

New York City's public specialized high schools have a long history of offering a rigorous, college preparatory education to the city's most academically talented students. Though immensely popular and highly selective, their policy of admitting students using a single entrance exam has raised questions about diversity and equity in access. In this paper, we provide a descriptive analysis of the “pipeline” from middle school to matriculation at a specialized high school, identifying group-level differences in application, admission, and enrollment. In doing so, we highlight potential points of intervention to improve access for underrepresented groups. Controlling for other measures of prior achievement, we find black, Hispanic, low-income, and female students are significantly less likely to qualify for admission to a specialized high school. Differences in application and matriculation rates also affect the diversity in these schools, and we find evidence of middle school “effects” on both application and admission. Simulated policies that offer admissions using alternative measures, such as state test scores and grades, suggest many more girls, Hispanics, and white students would be admitted under these alternatives. They would not, however, appreciably increase the share of offers given to black or low-income students.

Assessing Readiness for Geometry in Mathematically Talented Middle School Students

1997 ◽  
Vol 8 (3) ◽  
pp. 105-110 ◽  
Author(s):  
Marguerite M. Mason ◽  
Sara Delano Moore
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Algebra I ◽  
Gifted Students ◽  
Sixth Grade ◽  
School Students ◽  
High School Geometry ◽  
Calculus Sequence ◽  
Talented Students ◽  
Mathematically Talented

Mathematically talented middle grade students are traditionally served by beginning Algebra I (and the traditional pre-calculus sequence) in seventh, or even sixth, grade. They thus enroll in geometry early, with little attention paid to the fact that readiness for and success in algebra requires different skills and types of understanding than readiness for and success in geometry. Research about geometric understanding in regular and gifted students, as well as research predicting success in high school geometry classes, suggests that the decision to place mathematically talented students in geometry classes at a younger than typical age should be made on the basis of more information than the successful completion of Algebra I. This paper describes a procedure for assessing geometry readiness in mathematically able middle school students.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Sign in / Sign up

Export Citation Format

Share Document