The Survey Toolkit Curriculum Methodology for Researching Information, Survey Questioning, and Analyzing Data with TinkerPlots

2019 ◽  
pp. 599-604
Author(s):  
Thomas Walsh Jr.
Keyword(s):  
Social Media ◽  
Middle School Students ◽  
Curriculum Development ◽  
Survey Data ◽  
Research Direction ◽  
Information Gathering ◽  
Research Report ◽  
School Students ◽  
News Websites ◽  
Research Questions

In an era where social media traffics fake news websites that publishes misinformation it is imperative to provide students’ experiences in The Survey Toolkit and TinkerPlots curriculum teaching sound research principles and information gathering techniques. The field-tested program was found effective in guiding students choosing research questions, writing a research report using a paragraph cluster information strategy, developing unbiased survey questions using reliable sampling, analyzing survey data with TinkerPlots, and sharing results. The paper will present support for teaching the curriculum, development based on research direction, implementation considerations, and use of the curriculum with elementary to middle school students.

Silent Voices

2021 ◽  
pp. 127-148
Author(s):  
Orlin St. Surin ◽  
Rebecca J. Blankenship
Keyword(s):  
At Risk ◽  
Social Media ◽  
Middle School Students ◽  
Smart Phones ◽  
Mobile Technologies ◽  
The Internet ◽  
School Students ◽  
Face To Face ◽  
Social Media Platforms ◽  
New Form

Traditionally, face-to-face bullying has been major problem among adolescents, especially those deemed at-risk. With the rise in the use of and advancements in mobile technologies, the Internet 2.0, and smart phones, a new form of bullying has been on the rise resulting from the increase in access to technologies and by association, social media outlets such as Facebook, Instagram, and Twitter. Cyberbullying, as it has been denoted, can occur at any time of the day on all social media platforms resulting in the potential of face-to-face victims enduring the abuse of their aggressors on an almost 24/7 basis. As such, cyberbullying can trigger numerous emotional and physical stressors among students. The purpose of this study was to discover the perceptions middle school students have about cyberbullying and their role as either victim, perpetrator, or bystander. The results of the study speak to a broader and emerging narrative indicating the psychological challenges faced by developing adolescent minds in negotiating face-to-face and virtual relationships.

scholarly journals Examination of the attitudes of middle school students towards social media

2016 ◽  
Vol 11 (1) ◽  
pp. 43 ◽  
Author(s):  
Sanser Bulu ◽  
Mustafa Numanoglu ◽  
Hafize Keser
Keyword(s):  
Middle School ◽  
Social Media ◽  
Middle School Students ◽  
Media Use ◽  
Education Level ◽  
Demographic Information ◽  
School Students ◽  
Social Media Use ◽  
Significant Difference ◽  
Media Services

This study aims to identify middle school students` general attitudes towards social media. Participants of this descriptive study were middle school students from three public schools (n=367) in Ankara. Data was collected using “Demographic Information Form” and “Social Media Attitudes Survey for Students” developed by Ferhat Suleyman Argin in 2013. Data was analyzed using ANOVA, t test, Mann-Whitney U test, Kruskall Wallis-H test, frequency (f) and percentage (%). In this study, demographic information such as students’ gender, school type, grade level, perceived income levels, mother’s education level, and father’s education level; and social media use information such as membership to social media services, duration of social media use, frequency of social media use, time spent on social media at each use, medium that they use social media, tools to access social media and most used social media were collected. Students’ scores for Social Media Attitudes Survey were compared between groups based on this demographic and social media use variables. There were not a significant difference of Social Media Attitudes scores between the groups based on gender, schools, grade levels, perceived income levels, mother’s education level, father’s education level, membership to social media services, medium that they use social media, and tools to access social media variables. There were a significant difference of Social Media Attitudes scores between the groups based on frequency of social media use, and time spent on social media at each use variables. Since most used social media services variable was not distributed homogeneously, it couldn’t be compared. Based on the students overall Social Media Attitudes scores averages and score distribution and standard deviations it could be claimed that students’ general attitude toward social media was positive and high. Keywords: Type your keywords here, separated by semicolons

Cyberbullying: An Empirical Analysis of Factors Related to Anonymity and Reduced Social Cue

2013 ◽  
Vol 311 ◽  
pp. 533-538 ◽  
Author(s):  
Wei Pang Wu ◽  
Chung Chang Lien
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Survey Data ◽  
Preliminary Analysis ◽  
Social Cues ◽  
School Students ◽  
Social Cue ◽  
High Level ◽  
High Degree ◽  
The Impact

This study exams the nature of adolescents’ experience of cyberbullying and determines independently the impact of anonymity and lack of social cues on cyberbullying behavior among middle school students. The preliminary analysis of a survey data collected from middle school students in Taiwan. The results of this study provide support for our hypotheses and explore the effects of anonymity and reduced social cue on cyberbullying behavior of middle school students. This implies that those with high level of anonymity and reduced social cue lead to create high degree of cyberbullying behavior.

scholarly journals Engaging Possibilities: Reinvigorating the Call for Research on Reading

2019 ◽  
Vol 68 (1) ◽  
pp. 25-44
Author(s):  
Gay Ivey
Keyword(s):  
Middle School Students ◽  
Reading Assessment ◽  
Reading Development ◽  
Educational Policies ◽  
School Students ◽  
Literacy Engagement ◽  
Theoretical Perspectives ◽  
Research Findings ◽  
Children And Young Adults ◽  
Research Questions

Can we teach children and young adults about reading while simultaneously and inseparably teaching them how to take control of their own lives and relationships, a possibility that has been just barely touched by research and even less so by educational policies and practice? This address highlights research findings that suggest the promise of literacy engagement for clarifying and expanding how we think about reading assessment, achievement, comprehension, socio-emotional growth, and equity in literacy instruction. Using my own evolution as a researcher studying, primarily, the classroom-based reading experiences of middle school students, I show how my own questions and theoretical perspectives shifted based on what the children taught me as I studied their experiences and how that led me to champion engagement as a promising way forward. I rely heavily on what students themselves have shared with me, as their perspectives have fueled the shifts in my thinking and in the research questions I have pursued. I then share what I believe is the potential of an engagement-focused perspective on our field’s knowledge about reading development and practices. Finally, I comment on what we might need to do to make this line of research influence real classrooms and policies in positive ways. I argue that in order to influence, through an engagement perspective, the transformation of reading-related policies—and more importantly the agentive transformation of individuals and communities—we must renew our commitment to research conducted in classrooms and in partnership with teachers and families.

Silent Voices

2019 ◽  
Vol 9 (4) ◽  
pp. 1-21
Author(s):  
Orlin St. Surin ◽  
Rebecca J. Blankenship
Keyword(s):  
Middle School ◽  
Social Media ◽  
Middle School Students ◽  
Smart Phones ◽  
Mobile Technologies ◽  
The Internet ◽  
School Students ◽  
Face To Face ◽  
Social Media Platforms ◽  
New Form

Traditionally, face-to-face bullying has been major problem among adolescents, especially those deemed at-risk. With the rise in the use of and advancements in mobile technologies, the Internet 2.0, and smart phones, a new form of bullying has been on the rise resulting from the increase in access to technologies and by association, social media outlets such as Facebook, Instagram, and Twitter. Cyberbullying, as it has been denoted, can occur at any time of the day on all social media platforms resulting in the potential of face-to-face victims enduring the abuse of their aggressors on an almost 24/7 basis. As such, cyberbullying can trigger numerous emotional and physical stressors among students. The purpose of this study was to discover the perceptions middle school students have about cyberbullying and their role as either victim, perpetrator, or bystander. The results of the study speak to a broader and emerging narrative indicating the psychological challenges faced by developing adolescent minds in negotiating face-to-face and virtual relationships.

scholarly journals The Relationships between Smartphone Addiction of Middle School Students and Smartphone Usage Types, Depression, ADHD, Stress, Interpersonal Problems, and Parenting Attitude

2020 ◽  
Author(s):  
Youl Pyo Hong ◽  
Yeon Ok Yeom ◽  
Myung Ho Lim
Keyword(s):  
Middle School ◽  
Social Media ◽  
Middle School Students ◽  
Perceived Stress ◽  
Media Use ◽  
Interpersonal Problems ◽  
Music Videos ◽  
Smartphone Addiction ◽  
School Students ◽  
Parenting Attitude

The purpose of this study was to examine the relationships between smartphone addiction of middle school students and smartphone usage types, depression, attention deficit hyperactivity disorder (ADHD), stress, interpersonal problems, and parenting attitude. This study was also performed with the aim of verifying the relationships among depression, ADHD, perceived stress, interpersonal problems, and parenting attitude, which are predictors of smartphone addiction. The subjects of this study were 487 local middle school students (234 males and 253 females). The measurement instruments used were the smartphone addiction scale, depression scale (PHQ-9), ADHD scale (K-ARS), perceived stress scale (PSS), interpersonal problem scale (KIIP-SC), and the parenting attitude scale. This study identified the relationships between the variables with correlation analysis and examined the predictors of smartphone addiction with hierarchical multiple regression analysis. According to the study results, the factors that influenced smartphone addiction were gender, stress, and interpersonal problems. In addition, when the confounding variables of smartphone addiction were controlled to examine the effects of smartphone usage types on smartphone addiction, social media use and music/videos were found to have a positively significant effect on smartphone addiction while study had a negatively significant effect. The order of the usage types with the highest influence on smartphone addiction was enjoying music/videos, social media use, and study. This suggests that selective intervention depending on the main smartphone usage type can be effective.

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