Teacher attitudes and the emotionally-behaviourally disordered middle school student

Inclusionary practices prescribe that chl1dren, regardless of exceptional1ty shall benef1t from receiv1ng educational serv1ce 1n the context of the regular class sett1ng. The result1ng el1minat1on of separate spec1al classes could be v1ewed as an econom1c advantage. In point of fact, many school boards and d1str1cts 1n both Canada and the United States are mov1ng towards 1mplementat1on of inclusionary practice, possibly for the above stated reason. Regardless, 1nclusion as 1t relates to the emot1onally/behav1ourally disordered youth in our school systems may not be successful. Regular educat ion teachers may not be prepared profess1onally or personally to deal w1th this very special student population. Th1s study focused on teacher attitude 1n this regard. As well, poss1ble factors that may lead to successful 1nclusion of these students are examined. Of these, teacher exper1ence, educat10n spec1f1c to the d1sab1l1ty of emot1onal/behavioural d1sordered comb1ned w1th teacher self-perception of success appear to hold the greatest promise. In view of these findings, recommendat1ons are made for professional pract1ce and future research d1rect1ons.

The Essence of Feeling a Sense of Community: A Hermeneutic Phenomenological Inquiry With Middle School Students and Teachers

In contemporary times, there is a compelling need to understand the nature of positive community relationships that value diverse others. This dissertation is a hermeneutic phenomenological inquiry into the essence of what it means to feel a sense of community. Specifically, I explored this phenomenon from the perspective of middle school teachers and students through the following questions: What meanings do students and teachers ascribe to feeling, experiencing, and developing a sense of community in their classes? To what extent do students’ and teachers’ ideas about feeling a sense of community include the acceptance of individual differences? Together these questions contributed to the overarching question, what is the essence of feeling a sense of community? As the data pool for the research, I used 192 essays and 218 posters from students who had been asked to write or draw about their visions of a positive classroom community where they felt a sense of community. I conducted 9 teacher interviews on the topic as well. My findings revealed one overarching ontology, Being-in-Relation, which outlined a full integration between individuality and community as a “way of being.” I also found five attributes that are present when individuals feel a sense of community: Supporting Others, Dialogue, An Ethic of Respect and Care, Safety, and Healthy Conflict. Contributions from this research include extensions to the literature about community; clarity for those who wish to establish a strong foundation of community relationships within formal and non-formal educational programs; insight that may assist educators, leaders, and policy makers within formal educational systems; and an opportunity to consider the extent to which the findings may point toward broader implications.

Science Teacher : Differentiated Instruction for the Middle School

El objetivo de este libro es ayudar a los profesores de ciencias de enseñanza secundaria a enseñar al amplio rango de estudiantes que se encuentran en sus clases. Cada lección termina con una hoja de trabajo diseñada para revisar y reforzar los conceptos presentados en las lecciones. El libro consta de dos partes, la primera sugiere como trabajar, la necesidad de colaborar con los padres y la familia, y las necesidades especiales de gente con discapacidad. La segunda parte contiene actividades de la ciencia (ciencia física, ciencias de la tierra y el espacio, ciencia de la vida, y el cuerpo humano).

Elementary & Middle School Mathematics.

El objetivo de este libro es ayudar a los profesores de matemáticas de enseñanza secundaria a enseñar al amplio rango de estudiantes que se encuentran en sus clases. El libro consta de veintitrés capítulos (Que significa aprender y entender matemáticas, la enseñanza sobre la resolución de problemas, enseñar matemáticas a todos los niños, estudiantes con necesidades especiales, usar tecnología para enseñar matemáticas, ordenadores y calculadoras en instrucciones matemáticas, pensamiento algebraico, desarrollar fracciones, decimales y porcentajes, exponentes, sumas y restas, multiplicaciones y divisiones).

Elementary and middle school mathematics.

Esta guía es un método de enseñanza para los profesores que quieran enseñar a sus alumnos matemáticas de escuelas primarias y secundarias. Los temas del libro son: como usar una calculadora, aprender sobre la división, multiplicación de fracciones, comparando ratios, usar datos para responder a una pregunta, crear un juego, sugerencias para el uso y la construcción de materiales, el medio ambiente y los estudiantes, aprender a través de los problemas, crear y usar rúbricas, preparar a una familia para la actividad en casa, enseñar a un pequeño grupo, sugerencias para el uso y la construcción de materiales.

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

In this action research study of my classroom of eighth grade mathematics, I investigated the use of calculators. Specifically, I wanted to know the answer to three questions. I wanted to know more about what would happen to my students’ ability to recall basic math facts, their ability to communicate mathematically during problem solving, and their attitude when my students were or were not permitted to use their calculator. I discovered that in my research, I did not find enough evidence to either support or reject my initial hypotheses, that calculators largely influenced my students’ behavior, and also that my students’ ability to recall basic math facts would change when using a calculator. As a result of this research, I plan to continue my research within my classroom. I plan to further investigate the use of calculators within my classroom.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition

This study examines several aspects of adolescents' pretransition peer relationships as predictors of their adjustment to middle school. Participants were 365 students (175 boys; 99% Caucasian) involved in the Time 1 (the spring of fifth grade) and Time 2 (the fall of sixth grade) assessments. Adolescents completed measures that assessed peer acceptance, number of friends, the quality of a specific mutual friendship, loneliness, depression, self-esteem, and involvement in school. Academic achievement and absentee data were obtained from student files. Regression analyses indicated that the pretransition peer variables predicted posttransition loneliness, self-esteem, school involvement, and academic achievement. The patterns of prediction varied slightly for each adjustment variable, with the most robust relationship being between peer acceptance and achievement. Results of repeated-measures MANOVAs indicated no differential changes in adjustment across time by gender. Implications for including a peer component in programs that prepare students for the middle school transition are discussed.

Measuring Middle School Achievement Growth With Student Growth Percentile Methodology

This study examined reading and mathematics achievement growth for middle school students over three years using statewide test scores using student growth percentile methodology (Betebenner, 2008). This newly-emerging growth methodology provides a basis for examining growth normatively (“what is”) in order to provide a foundation for policies about adequate growth (“what should be”) and excellent growth (“what could be”). Growth is compared among student subgroups and different middle schools. A particular focus of the study is identifying typical growth trajectories of low-achieving 6th graders through the middle school years.

Internet use, exposure to Internet pornography, and sexual behavior among middle school youth

The purpose of this study is to examine associations between adolescents’ Internet use, exposure to pornography online, and sexual behavior. This cross-sectional study examines data collected from an HIV, sexually transmitted infection, and pregnancy prevention program being evaluated in inner-city middle schools. Chi-squares were used to examine differences in Internet use and exposure to Internet pornography by gender, race/ethnicity, and sexual behavior. Univariate and multivariate logistic regression were used to examine associations between Internet use, exposure to Internet pornography, and sexual behavior. Ninety-four percent of students have used the Internet. Sixty-two percent of students had accidentally seen pornography on the Internet and 35% had purposefully viewed pornography online. Students who experienced sexual solicitation and who purposefully viewed pornography online were more likely to report lifetime and current sexual behavior. Additional research is needed to understand the impact of Internet use and exposure to Internet pornography on adolescents’ sexual behavior.^

Is dating violence associated with substance use and sexual risk behaviors among urban, minority, middle school youth

Background. One in 4 adolescents reports some form of dating violence each year. Dating violence among high school adolescents has been linked with several morbidity issues. However, the association between dating violence and sexual risk and/or substance use among young adolescents has rarely been studied.^ Methods. Research hypotheses were tested using a secondary data analysis from a HIV, STI, pregnancy prevention intervention study for urban middle school students.^ Results. At baseline, 21% of youth reported experiencing physical ADV victimization, 48.2% reported non-physical victimization, and 52.6% report any victimization. After adjusting for race/ethnicity, gender, and age ever having sex, alcohol use, and illicit drug use were significantly associated with several forms of ADV.^ Conclusions. Dating violence appears to be associated with early initiation of sexual behavior, as well as alcohol and drug use. Few interventions address ADV among middle school youth. Early interventions that prevent dating violence are needed. ^