Turning It Inside Out: Independent Reading in the Middle School Classroom

The age of information is upon us and as educators we must teach students how to retrieve information. Three instructional delivery systems were compared for effectiveness in the teaching of library media information retrieval skills. These were: 1) microcomputer-based courseware, 2) lecture, and 3) independent-reading. The eighth grade English classes at the Butler Middle School were randomly selected for placement in one of the above groups. As a result of the study, the statistical analysis indicated that the microcomputer-based courseware was identical in instructional effectiveness to the lecture approach. In addition, both the microcomputer-based and the lecture approach were more effective than the independent-reading method.

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Service-learning effects on student civic engagement and community - A case study from India

Education Citizenship and Social Justice ◽

10.1177/17461979211041334 ◽

2021 ◽

pp. 174619792110413

Author(s):

Siamack Zahedi ◽

Rhea Jaffer ◽

Camille L Bryant ◽

Kala Bada

Keyword(s):

Middle School ◽

Service Learning ◽

Civic Engagement ◽

Focus Groups ◽

Empirical Studies ◽

Educational Policies ◽

Learning Effects ◽

School Classroom ◽

K 12

The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.

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"You Can't Just Say That the Only Ones Who Can Speak Are Those Who Agree with Your Position": Political Discourse in the Classroom

Harvard Educational Review ◽

10.17763/haer.63.4.504mp416q4k30446 ◽

1993 ◽

Vol 63 (4) ◽

pp. 412-434 ◽

Cited By ~ 16

Author(s):

Melinda Fine

Keyword(s):

Middle School ◽

Political Discourse ◽

Controversial Issues ◽

Social Differences ◽

Classroom Dynamics ◽

Political Issues ◽

School Classroom ◽

Teachers And Students

In this article, Melinda Fine describes the classroom dynamics surrounding the discussion of controversial issues in a middle school classroom. Through observation and interviews, she creates a detailed portrait of the interactions among teachers and students, revealing that while discussions of emotionally charged social and political issues are often heated and difficult, they can still be constructive. Fine maintains that students are more resilient and able to handle disagreement than is often believed. She concludes by arguing that education in a democracy requires that teachers and students learn to deal constructively with political and social differences.

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Collaborative Spaces: One Note in the Middle School Classroom

Frontiers in Pen and Touch - Human–Computer Interaction Series ◽

10.1007/978-3-319-64239-0_15 ◽

2017 ◽

pp. 203-213

Author(s):

Sara Mata

Keyword(s):

Middle School ◽

Collaborative Spaces ◽

School Classroom

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Perceptions of Using Sit-to-Stand Desks in a Middle School Classroom

Health Promotion Practice ◽

10.1177/1524839917730046 ◽

2017 ◽

Vol 19 (1) ◽

pp. 68-74 ◽

Cited By ~ 5

Author(s):

Heather Erwin ◽

Aaron Beighle ◽

Ash Routen ◽

Ben Montemayor

Keyword(s):

Physical Activity ◽

Middle School ◽

Time Sampling ◽

Learning Behaviors ◽

Momentary Time Sampling ◽

Sit To Stand ◽

Behavioral Observations ◽

School Classroom

The purpose of this study was to explore the feasibility of sit-to-stand desks in a middle school classroom. Participants used sit-to-stand desks during health class. Momentary time sampling was used for physical activity and behavioral observations. Results indicate students sat 37%, stood 59%, and walked 4% of the time. Misbehaviors occurred 4% of the observed period. The following themes emerged: focus, freedom, distractions, and design. Sit-to-stand desks appear to encourage standing during instruction while simultaneously limiting misbehaviors. Students indicated some distractions but were generally positive toward desk implementation and suggested they supported learning behaviors. The teacher echoed most of the student themes.

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