Autoethnography on the Experience of a Newly Appointed Special Education Teacher’s Teaching Life in a Large-scale General Middle School

2021 ◽  
Vol 7 (3) ◽  
pp. 443-489
Author(s):  
Minjin Oh ◽  
Kyoungwon Lim
Keyword(s):  
Middle School ◽  
Special Education ◽  
Large Scale ◽  
Teaching Life

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

scholarly journals Kids SIPsmartER: A Feasibility Study to Reduce Sugar-Sweetened Beverage Consumption Among Middle School Youth in Central Appalachia

2017 ◽  
Vol 32 (6) ◽  
pp. 1386-1401 ◽  
Author(s):  
Hannah Lane ◽  
Kathleen J. Porter ◽  
Erin Hecht ◽  
Priscilla Harris ◽  
Vivica Kraak ◽  
...  
Keyword(s):  
Public Health ◽  
Middle School ◽  
Health Literacy ◽  
Media Literacy ◽  
Repeated Measures ◽  
Large Scale ◽  
School Setting ◽  
Random Order ◽  
Process Data ◽  
Public Health Literacy

Purpose: To test the feasibility of Kids SIP smartER, a school-based intervention to reduce consumption of sugar-sweetened beverages (SSBs). Design: Matched-contact randomized crossover study with mixed-methods analysis. Setting: One middle school in rural, Appalachian Virginia. Participants: Seventy-four sixth and seventh graders (5 classrooms) received Kids SIP smartER in random order over 2 intervention periods. Feasibility outcomes were assessed among 2 teachers. Intervention: Kids SIP smartER consisted of 6 lessons grounded in the Theory of Planned Behavior, media literacy, and public health literacy and aimed to improve individual SSB behaviors and understanding of media literacy and prevalent regional disparities. The matched-contact intervention promoted physical activity. Measures: Beverage Intake Questionnaire-15 (SSB consumption), validated theory questionnaires, feasibility questionnaires (student and teacher), student focus groups, teacher interviews, and process data (eg, attendance). Analysis: Repeated measures analysis of variances across 3 time points, descriptive statistics, and deductive analysis of qualitative data. Results: During the first intervention period, students receiving Kids SIP smartER (n = 43) significantly reduced SSBs by 11 ounces/day ( P = .01) and improved media ( P < .001) and public health literacy ( P < .01) understanding; however, only media literacy showed between-group differences ( P < .01). Students and teachers found Kids SIP smartER acceptable, in-demand, practical, and implementable within existing resources. Conclusion: Kids SIP smartER is feasible in an underresourced, rural school setting. Results will inform further development and large-scale testing of Kids SIP smartER to reduce SSBs among rural adolescents.

Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury

2021 ◽  
Vol 30 (2S) ◽  
pp. 908-919
Author(s):  
Jessica Salley ◽  
Libby Crook ◽  
Taylor Iske ◽  
Angela Ciccia ◽  
Jennifer P. Lundine
Keyword(s):  
Middle School ◽  
Special Education ◽  
Early Childhood ◽  
Brain Injury ◽  
Acute Care ◽  
Rehabilitation Services ◽  
Elementary And Middle School ◽  
Specific Education ◽  
Over Time

Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educational or rehabilitation services at the time of discharge. At an average of 8.5 years postinjury, children in this sample were largely reported to be performing positively in school. While special education rates did not change significantly over time, 20.7% of the sample reported having unmet educational needs. Additionally, service receipt decreased over time. Various injury and educational factors influenced rates of long-term special education and service receipt. Conclusions This study contributes to the emerging literature focusing on long-term outcomes of children with ABI. The results reinforce that children who experience an ABI in early childhood are unlikely to receive ABI-specific education or referrals to educational and rehabilitation services during their acute-care stay and, in the chronic stages of recovery, present with educational and therapy needs that can go unmet. To improve long-term service access for children who experience an early ABI, pathways need to be established within the acute-care setting for education and referrals that connect the child and family to treatment within early intervention and educational systems. Maintaining these pathways long term, particularly for potential social-behavioral and cognitive-communication concerns, could increase access to appropriate services and, thus, decrease unmet needs for children with ABI.

scholarly journals Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami

2020 ◽  
Vol 68 (1) ◽  
pp. 5-30
Author(s):  
Alenamie Alegrado ◽  
Adam Winsler
Keyword(s):  
Middle School ◽  
Special Education ◽  
Ethnically Diverse ◽  
Language Learner ◽  
Fifth Grade ◽  
Diverse Students ◽  
Prospective Longitudinal Study ◽  
Grade Point ◽  
Positive Effects ◽  
Prospective Longitudinal

Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students ( N = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (sixth, seventh, and eighth grades) in Miami. Predictor variables included gender, ethnicity, poverty, special education, English language learner status, fifth-grade English proficiency, prior academic performance (fifth-grade grade point average [GPA], standardized math and reading test scores), and initial school readiness skills (social, behavioral, cognitive, language, and motor skills) at age 4. Only 23% of middle school students enrolled in a music class in sixth, seventh, or eighth grade, with band having the highest enrollment, followed by choir, orchestra, and guitar. Being male and having greater cognitive skills at age 4 and higher fifth-grade GPA and reading skills were related to later music participation. Black students, students in special education, and those not proficient in English were less likely to participate in middle school music classes. Results varied somewhat by type of music.

scholarly journals Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes

2017 ◽  
Author(s):  
Lauren Beth Birney ◽  
George Diamantakos
Keyword(s):  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
York City ◽  
Large Scale ◽  
Project Based Learning ◽  
Environmental Restoration ◽  
School Students ◽  
Project Model

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components.   Key words (project-based learning, environmental restoration, educational technology)

scholarly journals Developing of Measurement of Independence Characteristic in Middle School Students Mathematics and Science

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supardi U. S. Supardi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Research And Development ◽  
Large Scale ◽  
Measurement Instrument ◽  
Research Process ◽  
Small Scale ◽  
Empirical Testing ◽  
School Students ◽  
Selection Of

<span lang="EN-US">The purpose of this study to design a measurement instrument independence character of middle school students. Research using research and development (R &amp; D). Stages of the research process include: reviewing the concept, making the construct and design the instruments, experts’ assessment, the empirical pre-test, and empirical testing. Test experts were conducted by experts through quantitative and qualitative assessments were followed by improvements to the instrument. Pre empirical testing was done by trial and instruments in small-scale followed by repair and selection of items. Empirical testing is a field test on a large scale at middle school students who were followed by the selection of grains and calculation of reliability of the instrument. Research and development results obtained as follows. (1) Measurement code developed with the student independence four dimensions: freedom, initiative, progressive and resilient, and confident. The dimension of freedom comprising: able to make their own choices and able to perform his own activities. Dimension Initiative consists of: being able to think and act in an indigenous, and doing creative activities. The results of this study are expected secondary school teachers can have a reference or guidelines for measuring the character of student independenc</span><span lang="EN-US">e</span>

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