The Truth We Can't Afford to Ignore

2020 ◽  
pp. 57-72
Author(s):  
Danielle Ligocki ◽  
Martha Ann Wilkins
Keyword(s):  
Middle School ◽  
Popular Culture ◽  
Middle School Students ◽  
Reality Television ◽  
School Community ◽  
Popular Media ◽  
School Students ◽  
Literacy Strategies ◽  
Participatory Literacy

Popular media has become a central aspect of life for many individuals. With that exposure to media comes imagery that contains messages both covert and overt that are readily consumed by the viewers. Adolescents are especially influenced by these images because of their frequency and use of media. This study addresses the ways in which middle school students interpret and internalize stereotypical imagery found in popular culture, specifically reality television, and examines the role of the teacher and greater school community in helping students to identify and mediate stereotypical images. Through participatory literacy strategies, classrooms everywhere can become an educative, critical, thoughtful space for both students and teacher.

scholarly journals Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

2020 ◽  
Vol 14 (3) ◽  
pp. 255-266
Author(s):  
Enrica Donolato ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Sara Caviola ◽  
Irene C. Mammarella
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Anxiety ◽  
School Students ◽  
Ego Resiliency

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

scholarly journals Examining Middle School Students’ Gestures on Geological Field Trips

2020 ◽  
Vol 6 (1) ◽  
pp. 97-115
Author(s):  
Yoon-Sung Choi ◽  
Seung-Urn Choe ◽  
Chan-Jong Kim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Gifted Education ◽  
Science Communication ◽  
Field Trips ◽  
Formation Processes ◽  
School Students ◽  
Instructional Resource ◽  
Novice Learners

Abstract The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.

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