Membership and Belonging in Inclusive Classrooms: What Do Middle School Students Have to Say?

The purpose of this qualitative research study was to explore the characteristics of classroom membership as perceived by middle school students themselves and for their classmates with severe disabilities. A total of 51 middle school students, of whom 4 students had severe disabilities, participated in the main study. Multiple focus group interviews and individual interviews were conducted to obtain an in-depth understanding of the phenomenon of membership and belonging. Following qualitative data analysis procedures, findings indicated that middle school students thought that having friends in class, peer interactions, actively participating in class activities, and obtaining good grades indicated membership. Students attributed teachers with helping them feel like members of the class. Students also associated certain class activities with classroom membership; they felt part of the class when class work was fun, active, interesting, and meaningful. Students perceived similar indicators of membership for their classmates with severe disabilities. In conclusion, findings provided implications for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms.

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Ortaokul Öğrencilerinin Epistemolojik İnançlarının Keşfedilmesinde Öğrenci Merkezli Bir Yaklaşım: Çiz-Yaz-Anlat Tekniği / A Student-Centered Approach to Explore Middle School Students’ Epistemological Beliefs: Draw-Write-Tell Technique

Journal of History Culture and Art Research ◽

10.7596/taksad.v7i3.1579 ◽

2018 ◽

Vol 7 (3) ◽

pp. 566 ◽

Cited By ~ 3

Author(s):

Servet Üztemur ◽

Erkan Dinç

Keyword(s):

Middle School ◽

Middle School Students ◽

Focus Group ◽

Epistemological Beliefs ◽

Sampling Technique ◽

Word Knowledge ◽

Focus Group Interviews ◽

School Students ◽

Group Interviews ◽

Research Students

Abstract The purpose of this research is to explore the epistemological beliefs of middle school students by means of draw-write-tell technique which is formed from three phases. Designed as a qualitative phenomenological research, this study employs 96 students (51 female, 45 male) selected by convenience sampling technique. The participants were attending various grade levels of a state secondary school in Yunusemre district of Manisa province in 2017-2018 academic year. In the first stage of the research, students were asked to pencil draw five things reminding or representing them the word “knowledge”. In the second stage, each student was asked to select one drawing amongst five, which best meets the concept of “knowledge” according to her/his personal opinion and which is identified with “knowledge” the most and write down why she/he chose this one. In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. The data obtained from the first stage was thematically analyzed, while the remaining data was analyzed phenomenologically. Research findings show that most of the students see the authorities and the objects out there as sources of knowledge. In the processes of knowledge acquisition, they also perceive themselves as passive recipients of any given knowledge. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Research results show that draw-write-tell technique is a new approach useful and practical in measuring the epistemological beliefs of middle school students.ÖzBu araştırmanın amacı ortaokul öğrencilerinin epistemolojik inançlarını üç aşamadan oluşan çiz-yaz-anlat tekniğiyle keşfetmektir. Nitel araştırma temelinde fenomenoloji modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim yılında Manisa ili Yunusemre ilçesindeki bir devlet ortaokulunun kolay ulaşılabilir durum örneklemesi yöntemiyle her sınıf seviyesinden seçilmiş 96 öğrenci (51 kız, 45 erkek) oluşturmaktadır. Araştırmanın birinci aşamasında öğrencilere bilgi deyince akıllarına gelen beş farklı çizim (karakalem) yapmaları istenmiştir. İkinci aşamada öğrencilere bu beş çizim içerisinden kişisel görüşlerine göre bilgi kavramını en çok karşılayan ve bilgi ile en çok özdeşleşen bir tanesini seçip bu çizimi niçin seçtiklerini yazmaları istenmiştir. Üçüncü aşamada katılımcılar içerisinden gönüllülük esasına göre belirlenen 53 öğrenciyle toplam 12 odak grup görüşmesi yapılarak öğrencilerin yazdıkları metinleri daha ayrıntılı bir şekilde ifade etmeleri sağlanmıştır. Birinci aşamadan elde edilen veriler içerik olarak; ikinci ve üçüncü aşamada elde edilen veriler ise fenomenolojik olarak analiz edilmiştir. Araştırma bulguları; öğrencilerin büyük bir kısmının uzmanlar ve dış dünyadaki nesneleri bilginin kaynağı olarak gördüklerini ve bilgi edinme sürecinde kendilerini birer pasif bilgi alıcısı olarak algıladıklarını göstermiştir. Çizimler aracılığıyla öğrencilerin bilginin kaynağına yönelik; yazılı metinler ve odak grup görüşmeleriyle de bilginin kesinliği ve doğrulanması boyutuna yönelik epistemolojik inançlarının tespit edilebildiği görülmüştür. Araştırma sonuçları; yeni bir yaklaşım olan çiz-yaz-anlat tekniğinin ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesinde faydalı ve kullanışlı olduğunu göstermiştir.

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The Effect of Peer Tutoring in Physical Education for Middle School Students with Severe Disabilities

European Journal of Adapted Physical Activity ◽

10.5507/euj.2015.005 ◽

2015 ◽

Vol 8 (2) ◽

pp. 3-17 ◽

Cited By ~ 2

Author(s):

Aija Klavina ◽

Karina Rodionova

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

Peer Tutoring ◽

Severe Disabilities ◽

School Students ◽

Students With Severe Disabilities

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Strategies for Helping Students Who Have Learning Disabilities in Mathematics

Mathematics Teaching in the Middle School ◽

10.5951/mtms.8.3.0140 ◽

2002 ◽

Vol 8 (3) ◽

pp. 140-143 ◽

Cited By ~ 1

Author(s):

Marcee M. Steele

Keyword(s):

Middle School ◽

Learning Disabilities ◽

Middle School Students ◽

Teaching Strategies ◽

Inclusive Classrooms ◽

Instructional Time ◽

School Students ◽

Classroom Experience

Most middle school students who have learning disabilities are taught mathematics in inclusive classrooms (Mastropieri and Scruggs 2000). This situation enables teachers to use teaching strategies that are designed to help students who have learning disabilities and that will improve the classroom experience for everyone. Fortunately, teachers can implement several such strategies and modifications easily, without too much additional preparation or instructional time. These ideas can help make the mathematics experiences of students who have learning disabilities and their teachers more positive and successful.

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Strategies for Achieving an Integrated Education for Middle School Students with Severe Disabilities

Remedial and Special Education ◽

10.1177/074193259001100503 ◽

1990 ◽

Vol 11 (5) ◽

pp. 6-16 ◽

Cited By ~ 16

Author(s):

Jennifer York ◽

Terri Vandercook

Keyword(s):

Middle School ◽

Middle School Students ◽

Severe Disabilities ◽

School Students ◽

Integrated Education ◽

Students With Severe Disabilities

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Exploring the Relationships Among Middle School Students’ Peer Interactions, Task Efficiency, and Learning Engagement in Game-Based Learning

Simulation & Gaming ◽

10.1177/1046878120907940 ◽

2020 ◽

Vol 51 (3) ◽

pp. 310-335

Author(s):

Jewoong Moon ◽

Fengfeng Ke

Keyword(s):

Middle School ◽

Middle School Students ◽

Thematic Analysis ◽

Peer Interaction ◽

Peer Interactions ◽

Game Based Learning ◽

School Students ◽

Learning Engagement ◽

Interaction Efficiency ◽

Task Efficiency

Background. Middle school students’ math anxiety and low engagement have been major issues in math education. In order to reduce their anxiety and support their math learning, game-based learning (GBL) has been implemented. GBL research has underscored the role of social dynamics to facilitate a qualitative understanding of students’ knowledge. Whereas students’ peer interactions have been deemed a social dynamic, the relationships among peer interaction, task efficiency, and learning engagement were not well understood in previous empirical studies. Method. This mixed-method research implemented E-Rebuild, which is a 3D architecture game designed to promote students’ math problem-solving skills. We collected a total of 102 50-minutes gameplay sessions performed by 32 middle school students. Using video-captured and screen-recorded gameplaying sessions, we implemented behavior observations to measure students’ peer interaction efficiency, task efficiency, and learning engagement. We used association analyses, sequential analysis, and thematic analysis to explain how peer interaction promoted students’ task efficiency and learning engagement. Results. Students’ peer interactions were negatively related to task efficiency and learning engagement. There were also different gameplay patterns by students’ learning/task-relevant peer-interaction efficiency (PIE) level. Students in the low PIE group tended to progress through game tasks more efficiently than those in the high PIE group. The results of qualitative thematic analysis suggested that the students in the low PIE group showed more reflections on game-based mathematical problem solving, whereas those with high PIE experienced distractions during gameplay. Discussion. This study confirmed that students’ peer interactions without purposeful and knowledge-constructive collaborations led to their low task efficiency, as well as low learning engagement. The study finding shows further design implications: (1) providing in-game prompts to stimulate students’ math-related discussions and (2) developing collaboration contexts that legitimize students’ interpersonal knowledge exchanges with peers.

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Evaluating the Impact of Interaction between Middle School Students and Materials Science and Engineering Researchers

MRS Proceedings ◽

10.1557/opl.2011.1180 ◽

2011 ◽

Vol 1364 ◽

Cited By ~ 2

Author(s):

Shannon L. Greco ◽

Daniel J. Steinberg

Keyword(s):

Middle School ◽

Middle School Students ◽

Large Scale ◽

Materials Science ◽

School Students ◽

Materials Science And Engineering ◽

Scientists And Engineers ◽

Students Attitudes ◽

Group Interviews ◽

The Impact

ABSTRACTWe, as education outreach providers at a research center, believe research scientists and engineers have much to contribute to science education. Our job is to design programs that allow our faculty and students to share their expertise and their stories to positively impact student learning and attitudes towards STEM fields. Is it possible to show that middle school students’ interaction with scientists and engineers makes a positive difference in only one day? The National Science Foundation funded Princeton Center for Complex Materials (PCCM), in partnership with MRS and NOVA, held a large-scale, one-day event for middle school students on January 27, 2011. This study measures the impact of that engagement on the students’ attitudes, contributing to their general attitude towards science and scientists that will ultimately determine their career choices later in life. Among other methods, focus group interviews and pre- and post-event attitude surveys were conducted and analyzed to evaluate the impact of the program.

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

Council review ◽

10.1177/001440299105800307 ◽

1991 ◽

Vol 58 (3) ◽

pp. 244-258 ◽

Cited By ~ 57

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.

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