scholarly journals Bullying: University Students Bring a Moral Perspective to Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 157
Author(s):  
May A. Webber
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Service Learning ◽  
University Students ◽  
Age Groups ◽  
School Level ◽  
School Students ◽  
Moral Perspective ◽  
Younger Age ◽  
Ethics Course

The prevalence of bullying and cyber-bullying in younger age groups has led to the inclusion of bullying in school-level curricula to address the seriousness of this issue and the prevention of these types of behavior. Higher education in its philosophy curricula can play a significant role in this regard as well. Proposed in this paper is an undergraduate ethics course Bullying and Moral Responsibility in which bullying is addressed from a moral perspective. This course has an academic-service learning component whereby this moral perspective is introduced to middle school students by university students. Peer learning of this sort might be of assistance in anti-bullying efforts.

Factual accuracy and the cultural context of science in popular media: Perspectives of media makers, middle school students, and university students on an entertainment television program

2016 ◽  
Vol 26 (5) ◽  
pp. 596-611 ◽  
Author(s):  
Evan Szu ◽  
Jonathan Osborne ◽  
Alexis D. Patterson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
University Students ◽  
Cultural Context ◽  
Popular Media ◽  
Science Content ◽  
School Students ◽  
The Public ◽  
Entertainment Television ◽  
Scientific Facts

Popular media influences ideas about science constructed by the public. To sway media productions, public policy organizations have increasingly promoted use of science consultants. This study contributes to understanding the connection from science consultants to popular media to public outcomes. A science-based television series was examined for intended messages of the creator and consulting scientist, and received messages among middle school and non-science university students. The results suggest the consulting scientist missed an opportunity to influence the portrayal of the cultural contexts of science and that middle school students may be reading these aspects uncritically—a deficiency educators could potentially address. In contrast, all groups discussed the science content and practices of the show, indicating that scientific facts were salient to both media makers and audiences. This suggests popular media may influence the public knowledge of science, supporting concerns of scientists about the accuracy of fictional television and film.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

Creating Opportunities for Reflection: Analyzing Middle School Student Work During a Service-Learning Course on Solar Cells

2012 ◽  
Vol 7 (1) ◽  
pp. 53-61
Author(s):  
Marsha Ing ◽  
Peter Huang ◽  
Nohemi LaCombe ◽  
Yahaira Martinez-Lopez ◽  
Elaine D Haberer
Keyword(s):  
Middle School ◽  
Solar Cells ◽  
Middle School Students ◽  
Service Learning ◽  
Solar Energy ◽  
Energy Production ◽  
Focal Point ◽  
Middle School Student ◽  
School Students ◽  
Student Work

The purpose of this study is to describe how analyzing student work can be used to help undergraduates reflect on the effectiveness of their service-learning experiences. The service-learning collaboration between a university and middle school was designed to increase undergraduates’ and middle school students’ knowledge of solar energy. Three undergraduates enrolled in a service-learning course that covered basic solar energy concepts and formative assessment instructional strategies. The focal point of the course was the implementation of several activities in a middle school classroom that addressed middle school students’ misconceptions about solar energy, such as the amount of solar energy production at low temperatures or on a cloudy day. Data from this study includes student work during a small-group activity on solar cells. Findings suggest that undergraduates can analyze student work and use this information to better understand how their efforts can influence middle school student learning of solar energy.

Birthdays and the Binary System: A Magical Mixture

1997 ◽  
Vol 3 (1) ◽  
pp. 6-12
Author(s):  
Karen S. Karp ◽  
Robert N. Ronau
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Binary System ◽  
School Mathematics ◽  
School Level ◽  
Birth Date ◽  
School Students ◽  
Evaluation Standards ◽  
System A ◽  
Middle School Level

Middle school students rank their birthday as being the most important day of the year for them and one that they eagerly anticipate, according to an informal poll. Teachers can capitalize on this interest by engaging them in the mathematical birth-date activities described in this article. Applications and tasks that are relevant to students' lives have been shown to motivate students at the middle school level, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

scholarly journals Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

2021 ◽  
Vol 10 (3) ◽  
pp. 1505-1514
Author(s):  
Yousef WardatAdeeb ◽  
Adeeb M. ◽  
George Stoica
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
United Arab Emirates ◽  
Set Theory ◽  
School Level ◽  
Equal Sign ◽  
School Students ◽  
Primary School Level

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

scholarly journals Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities

2018 ◽  
Vol 11 (4) ◽  
pp. 145-152 ◽  
Author(s):  
Magdalena Cismaru ◽  
Romulus Cismaru
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
University Students ◽  
Educational Institutions ◽  
School Students ◽  
University Environment ◽  
Canadian Universities ◽  
The World ◽  
Bullying And Harassment

Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.

scholarly journals Learning from Historical Documents: A Federal Genealogical Resources Workshop for Middle Schoolers

2018 ◽  
Vol 45 (4) ◽  
pp. 19
Author(s):  
Shalyn Rodriguez
Keyword(s):  
Middle School ◽  
Family History ◽  
Middle School Students ◽  
Federal Government ◽  
School Level ◽  
Historical Documents ◽  
School Students ◽  
School Project ◽  
Middle Schoolers ◽  
Account Information

Much of what makes up family history is first account information from family members. However, the federal government produces a plethora of genealogical documents that can be accessed on a number of government sources to help with researching family history. The tricky part can be finding government sources that are accessible at a middle school level. For this assignment, a workshop will be provided to teach middle school students how to find and utilize government resources while researching their family history for a school project.

School Bullying Case Law: Frequency and Outcomes for School Level, Protected Status, and Bullying Actions

2016 ◽  
Vol 18 (2) ◽  
pp. 111-133 ◽  
Author(s):  
Diane M. Holben ◽  
Perry A. Zirkel
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Administrators ◽  
School Bullying ◽  
Gender Nonconformity ◽  
School Level ◽  
School Students ◽  
Professional Literature ◽  
Status Classification ◽  
Gender Based

Purpose: During the past decade, concern with student bullying incidents has increased. When schools do not halt bullying, victims increasingly choose litigation as a remedy. Although the professional literature identifies the pertinent factors associated with bullying victimization, the available legal analyses have not kept pace. To identify focus areas for preventing bullying litigation, this study quantifies the frequency and outcomes for bullying cases disaggregated by the victims’ school level, protected status classification, and types of bullying actions. Methodology: We analyzed the 239 student bullying court decisions for the 20-year period 1995–2014, identifying the outcomes for each specific legal claim as well as each victim’s school level, protected status classification, and the types of bullying actions. Outcomes were conclusive if the plaintiff or defendant decisively prevailed and inconclusive if additional legal action was required for resolution. The analysis identified the most plaintiff-favorable outcome for each case and disaggregated by these three variables. Findings: The frequency of bullying cases was highest among middle school students, students asserting gender-based claims, and students experiencing both verbal and physical bullying actions. Conclusive outcomes strongly favored district defendants. Conversely, claims based on perceived sexual orientation resulted in the highest rates of inconclusive outcomes. Implications: The pro-district outcomes skew suggests that school administrators should focus on bullying prevention as a matter of educational effectiveness. To the extent that legal defensibility is a significant factor, education leaders should focus their efforts on reducing bullying of middle school students and students displaying gender nonconformity.

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