scholarly journals Predictors of Academic Achievement at the End of Middle School: History of Repetition, Social Skills and Social Support

2018 ◽  
Vol 26 (1) ◽  
pp. 229-242
Author(s):  
Luana M. Fernandes ◽  
Vanessa Barbosa R, Leme ◽  
Luciana Carla S. Elias ◽  
Adriana B. Soares
Keyword(s):  
Social Support ◽  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
School History ◽  
Middle School History ◽  
History Of ◽  
Predictors Of Academic Achievement

Narrative Strategies Regarding Japanese Ethnic Origins and Cultural Identities in Japanese Middle-School History Textbooks

2010 ◽  
Vol 2 (1) ◽  
pp. 97-112 ◽  
Author(s):  
Ryôta Nishino
Keyword(s):  
Middle School ◽  
Ethnic Group ◽  
History Textbooks ◽  
Cultural Identities ◽  
Narrative Strategies ◽  
Long Period ◽  
School History ◽  
Middle School History ◽  
Japanese Identity ◽  
Ethnic Origins

This article examines how middle school history textbooks published between 1951 and 1995 explain the origins of the Japanese as an ethnic group (minzoku). The analysis shows that despite the relatively long period from which the sample of textbooks was taken, these texts continue to emphasize two categories of Japanese identity: a biologically heterogeneous people through prehistoric immigration and a unified language. Building on the latter theme, the textbooks continued to treat the innovation of the kana as a quintessential development underlying the Japanese cultural achievement. The analysis reveals that the narrative tone shifted from being emotive in the early 1950s texts to somewhat muted in later decades.

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

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