Early Adolescence Language Arts: Joelle Quimby's Eighth-Grade Language Arts Classroom

2014 ◽  
pp. 393-422
Keyword(s):  
Language Arts ◽  
Early Adolescence ◽  
Eighth Grade

Reciprocity and Change within the Affective Family Environment in Early Adolescence

1999 ◽  
Vol 23 (1) ◽  
pp. 185-198 ◽  
Author(s):  
Mark Stemmler ◽  
Anne C. Petersen
Keyword(s):  
Early Adolescence ◽  
Family Environment ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Measurement Point ◽  
Young Adolescents ◽  
Relationship Patterns ◽  
Longitudinal Sample

This study examined: (1) the extent and change of affective relationships between young adolescents and their parents over a two-year period; and (2) the amount of reciprocity or concordance of family feelings. Relationship patterns were examined longitudinally from the child’s sixth to eighth grade in school (Petersen, 1984). Mothers, fathers, and adolescents completed the Lowman Inventory of Family Feelings (LIFF; Lowman, 1974, 1980). The results are based on a longitudinal sample of 54 complete triads and between 128 and 284 dyads depending on measurement point and informant. Family feelings were positive overall, but declined by eighth grade. Here, no differences in results depending on the gender of the adolescent or the parent were detected. Nonreciprocity of family feelings was only present in sixth grade but not in eighth grade. At sixth grade, boys especially, shared less positive family feelings. Results indicate the importance of studying the quality and change of parent-offspring relationships across adolescence.

The role of empathy in the knowledge building of eighth grade girls as they reflect on their experiences with literature

2016 ◽  
Vol 6 (1) ◽  
pp. 59-86
Author(s):  
Julie Smit
Keyword(s):  
Language Arts ◽  
Knowledge Building ◽  
Eighth Grade ◽  
School Year ◽  
Language Arts Instruction ◽  
Self Knowledge

This study focused on the role that empathy played in the knowledge building of 7 eighth grade readers. Participants met for twenty sessions over the course of a school year to reflect on their experiences empathizing with characters in their favorite works of literature. These reflections led to the generation of social themes. The girls worked to advance these themes by extending, contesting, and evaluating ideas presented. In this community, the girls’ attempts to empathize with characters were foundational for analyzing actions and intentions of people. Empathy was also used as a tool in their talk as the girls imagined perspectives very different from their own. This resulted in new self knowledge because hearing different perspectives led them to expand their thinking. Results suggest a role for the sociocognitive benefits of engaging in literature and developing students’ capacity for empathy in Language Arts instruction.

scholarly journals Peer Group Embeddedness and Academic Motivation: A Developmental Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Marion Reindl
Keyword(s):  
Early Adolescence ◽  
Academic Motivation ◽  
Peer Group ◽  
Intrinsic Value ◽  
Developmental Perspective ◽  
Eighth Grade ◽  
Mastery Goals ◽  
Change Models ◽  
Domain Specific ◽  
Research Questions

The present study focused on the increasing importance of peer group embeddedness on domain-specific academic motivation (intrinsic value and mastery goals) over the course of early adolescence. In this regard, two important research questions were investigated: (1) Does a change in peer group embeddedness influence a change in student intrinsic value and mastery goals? (2) Does this influence increase over the course of early adolescence? The research questions were investigated based on a five-wave longitudinal study over two school years (seventh and eighth grade) in Germany. The final sample comprised 349 students. True- intraindividual-change models showed a positive effect of a change in peer group embeddedness in the first half of eighth grade on the change of all domain-specific motivational dimensions—except for intrinsic value in English—in the second half of the eighth grade. In the seventh grade, a change in peer group embeddedness had no effect on all motivational dimensions. The results were discussed in terms of taking a developmental perspective for both peer group embeddedness and student academic motivation.

scholarly journals Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Frank Fair ◽  
Lory E Haas ◽  
Carol Gardosik ◽  
Daphne D Johnson ◽  
Debra P Price ◽  
...  
Keyword(s):  
Language Arts ◽  
Cognitive Abilities ◽  
Eighth Graders ◽  
Seventh Graders ◽  
Eighth Grade ◽  
Control Group ◽  
Philosophy For Children ◽  
Seventh Grade ◽  
Grade Control ◽  
Experimental Group

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test (CAT in the UK or CogAT in the USA) was administered as a pretest and a posttest to randomly selected experimental groups (N = 363, 186 seventh graders + 177 eighth graders) and control groups (N = 177, 79 seventh graders + 98 eighth graders). The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey.

Eight Voices of Empowerment

2016 ◽  
Vol 52 (4) ◽  
pp. 525-552 ◽  
Author(s):  
Brian R. Horn
Keyword(s):  
Middle School ◽  
No Child Left Behind ◽  
Action Research ◽  
Language Arts ◽  
Title I ◽  
Eighth Grade ◽  
Student Empowerment ◽  
Action Research Project ◽  
Research Project ◽  
Left Behind

This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, “How are you empowered and disempowered by school?” Findings reveal that although No Child Left Behind (NCLB) policies are said to empower students, student empowerment is rather a negotiated process that requires teachers to help students develop an eye for fairness, create opportunities for them to express themselves in new ways, and encourage them to learn from one another.

The Relation of Grammatical Errors in Protocols of the Rotter Incomplete Sentences Blank: High School Form and Grades in Language Arts of Junior High School Students

1982 ◽  
Vol 55 (2) ◽  
pp. 520-522 ◽  
Author(s):  
Lawrence Eno ◽  
Paula Woehlke
Keyword(s):  
High School ◽  
High School Students ◽  
Language Arts ◽  
Junior High School ◽  
School Psychologist ◽  
Junior High School Students ◽  
Eighth Grade ◽  
School Students ◽  
Grammatical Errors ◽  
Eighth Grade Students

186 seventh and eighth grade students were administered the Rotter Incomplete Sentences Blank: High School Form with instructions amended so that the students would be aware of the importance of supplying grammatically correct responses. Rotter protocols were scored for errors in grammar and were submitted to a school psychologist, who through clinical inspection only estimated semester language arts grades for the students. Most types of grammatical errors correlated significantly with semester grades earned in language arts class, but clinical inspection of the Rotter protocols yielded the highest correlation (.54) with the criterion. Girls earned significantly higher language arts grades than boys.

scholarly journals Rumination as a Mediator of the Prospective Association Between Victimization and Bullying

2021 ◽  
Author(s):  
Sarah T. Malamut ◽  
Christina Salmivalli
Keyword(s):  
Elementary School ◽  
Risk Factor ◽  
Early Adolescence ◽  
Third Graders ◽  
Eighth Grade ◽  
Prospective Association ◽  
Prospective Risk ◽  
Over Time

AbstractAlthough there is evidence of concurrent associations between victimization and bully perpetration, it is still unclear how this relation unfolds over time. This study investigates whether victimization in childhood is a prospective risk factor for bully perpetration in early adolescence, and examines rumination as a socio-cognitive factor that may mediate this association. Participants included 553 third graders (43.2% boys; Mage = 9.85), with follow-up assessments when they were in fourth, seventh, and eighth grade. Results indicated that more frequent victimization in grades 3 and 4 was indirectly associated with bully perpetration in grade 8, through rumination in grade 7 about past victimization experiences in elementary school. This pattern remained regardless of whether the rumination elicited feelings of anger or sadness. Our findings demonstrate one pathway through which frequent victimization can lead to perpetration and underscore the important role of rumination in victims’ subsequent adjustment. Implications for future interventions are discussed.

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