<p> While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers&rsquo; experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, &amp; Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers&rsquo; self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.</p><p>

<p>Abstract Power is an unavoidable issue when discussing relationships between teachers and their students because teachers have both the sanctioned authority over students in school, as well as having the natural authority conveyed by being an adult. How can writing with students improve teacher-student relationships and soften the power differential? This dissertation explored the language of real and perceived power by analyzing the written conversations between a teacher (myself) and five of my sixth-grade students in dialogue journals. Although previous research indicates that writing in dialogue journals increases student empowerment, no research has focused on how these opportunities to shift power differentials might impact student learning and the teacher-student relationships. Drawing on Vygotsky?s sociocultural theory of language and learning and Rosenblatt?s transactional theory of reading and writing, this study examined language within the journals that indicated student empowerment, student disempowerment, and teacher-student relationship-building. Using a directed qualitative critical content analysis, five dialogue journals were analyzed to identify text that showed reinforcement of conventional language, reversal of conventional language, or the language of role equality. Findings suggest that when authentic relationships are built, and traditional roles are suspended, students are empowered in various ways, and language of equality can be attained. This research is important to the field of literacy studies because writing with students in dialogue journals is a classroom practice that can empower students and improve relationships between teachers and students. There is a mutual advantage in students and teachers developing an authentic, positive, growth-oriented working relationship. Keywords: dialogue journals, student empowerment, teacher-student relationships, conventional language, equality, written conversation, communication partners

<p> Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. </p><p> The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.</p><p>

<p> The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13&ndash;14 and a purposeful sampling of seven of these students&rsquo; teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.</p><p>

<p> Middle school teachers are challenged on a daily basis with a population in flux. Middle school students are in transition from elementary school to high school. With the onset of puberty, middle school students are experiencing a host of changes. They also continue to struggle with self-regulation skills, organizational skills and executive functioning. In addition to the physical and emotional changes, a middle school child is able to be left alone at home while one or both parent works. Middle school teachers are tasked to teach this volatile population with science, mathematics, English and social studies. Augment poverty, incarceration, an urban setting, gang violence and influences to the middle school population and you have an even larger challenge for middle school teachers in an urban setting. What sets these urban middle school teachers apart from teachers in other settings? Do they possess a level of hope that elevates and permeates the levels of stress regardless of age, commute, experience, their own middle school setting? Do they feel supported by fellow teachers and administration? Are they new to the field of teaching and teaching in an urban setting is their first teaching job? The goal of this study is to analyze how middle school teachers in an urban setting perceive stress and their level of hope while working with students in an urban setting. </p><p>

<p> This quantitative research study investigates South Dakota middle school (grades 5-8) mathematics teachers&rsquo; perceptions of teaching competencies including general pedagogical knowledge (GPK) and mathematical pedagogical content knowledge (MPCK). The study also considered how teacher characteristics relate to teacher competencies. The study examined middle school teacher perceptions because of the importance of the mathematics concepts being taught. Teacher participants completed a voluntary 50 question electronic survey within a three-week time period. Data analysis findings include descriptive and inferential statistics on GPK, MPCK, professional development, and teacher characteristics. Respondents perceived maintaining a safe and respectful classroom to be the most important item for GPK. Respondents perceived having an adequate knowledge of mathematics to be the most important item for MPCK. Overall, GPK was perceived as more important than MPCK regardless of teacher characteristics studied. Respondents perceived professional development in the area of mathematics and mathematics education to be most important to middle school mathematics teachers. However, respondents reported that professional development was rarely provided to teachers with the exception of self-directed learning. The aim of this study was to provide current and future middle school mathematics teachers and their evaluators with a summary of how the importance of pedagogical knowledge can inform mathematics teacher practice, evaluation, and professional development.</p><p>

<p> The purpose of this study was to determine if one-to-one Chromebook use has an effect on student engagement and how one-to-one Chromebooks are used as an instructional tool. Specifically, what are the perceptions of middle school administrators and middle school core content-area teachers on one-to-one Chromebook use as an instructional tool and the effects on student engagement? The researcher identified six schools in the St. Louis Metro area that have implemented one-to-one Chromebook initiatives in grades six through eight and used purposeful convenience sampling to choose six administrators and twenty teachers to participate in this study. This study was comprised of a phenomenological qualitative approach. There were three methods used in order to collect data: interviews, online surveys, and focus group discussions. The findings of this study are significant to any district who may be considering launching a one-to-one Chromebook program. Eight major themes emerged based on one-to-one Chromebook use in middle school core content-area classrooms: increased student engagement, increased collaboration among students, increased opportunities for off-task behavior, no change in student engagement, increased web-based opportunities and resources as valuable instructional tools, increased individualized instruction, technological difficulties, and increased student-led instruction. Through the themes that emerged, this study shows that by implementing Chromebooks one-to-one, there appears to be an increase in student engagement and there are multiple ways to use Chromebooks as an instructional tool.</p><p>

There are about 16,000 middle schools in the United States; the half million teachers who teach in them affect the academic and emotional lives of about a hundred students while working cooperatively with an array of adult personalities and endeavoring to cover the curriculum. Although research has been conducted on many components of the middle school, an in-depth look at teachers’ experiences with the concept is missing. The purposes of this study were to explore three ideas: the complexities of the work experiences of teachers who participate on interdisciplinary teams in urban middle schools, the possible interactions of the structures and principles of the middle school philosophy with their work lives, and how the reality of interdisciplinary teams connect to the ideals in the middle school and organizational theory literature. I conducted three in-depth phenomenological interviews with 15 urban middle school teachers. Teachers shared their teaching experiences, life histories (to put their experiences in context), and how teaching fits in with their lives. Subject matters, ethnicities, ages, and years experience varied. They came from 9 schools in 5 school districts in the Northeast. I include a brief history of how the junior high morphed into the middle school. The “ideal” practices, programs, and philosophy of the middle school and teaming (as defined by middle school and organizational theory literature) are explained and then contrasted with the realities. Results indicate that the “ideal” characteristics, as described in the literature, do not exist in all urban middle schools. Teachers lamented their absence and described their frustrations with student behavior, colleagues, administrators, and state testing. They also shared the joy they find in seeing their students progress, giving back to the community, and making a difference in students’ lives. I propose that these rewards make up for the incredible difficulties they face daily. I conclude that teachers need team planning time to implement the middle school characteristics and overcome the difficulties of teaching urban students, which include transience, absenteeism, poverty, lack of familial support, and a belief that being smart is “lame.” I also propose increasing community involvement and providing alternative schools.

The purpose of this study was to test the effectiveness of a practical and feasible means of providing teacher consultation that can be used to improve class-wide behavior in a middle school setting. A multiple-baseline design across four teachers was utilized to evaluate the effects of an intervention involving training and ongoing performance feedback via email on a) teachers' use of behavior-specific praise (BSP), general praise (GP), and reprimands (R) in the classroom, and b) the incidence of problem behaviors in classes of middle school students. The study also assessed whether behavioral changes were sustained over time, as the frequency of emailed feedback was reduced and eventually terminated. As expected based on previous research, the intervention was effective in increasing use of behavior-specific praise (BSP) in the classroom across all four participating teachers. Overall ratios of positive (BSP and GP) to negative (R) statements used by teachers in the classroom increased post-intervention; however, the degree of this increase varied by teacher, with three out of four approaching or exceeding the commonly-recommended 4:1 ratio, while one teacher did not. Results on the observational measure of student behavior were mixed, with two out of four classes showing significant decreases in problem behavior, one with decreases which were non-significant, and the class in which the teacher showed the lowest use of BSP demonstrated no change in student behavior. Findings from the current study provide evidence that it is possible to successfully increase teachers' use of specific praise, thereby reducing class-wide rates of middle school student problem behavior, through a simple training and ongoing emailed performance feedback procedure. Limitations of the study and additional implications for future research and practice are discussed.

The purpose of this study was to explore: (a) how and to what extent teachers experience and express trust in relation to individual students and groups of students; (b) how and to what extent teachers value and focus on specific attributes of trust over others; and (c) how and to what extent the levels of teacher trust in students and the various attributes of trust impact the teachers’ behaviors and choices in the classroom. Data were collected from teacher interviews, teacher questionnaires, classroom and school artifacts, and descriptive field notes from observations. Data were analyzed using content analysis and open, axial, and selective coding (Strauss & Corbin, 1998). Results indicated that participants valued specific attributes of trust over other attributes of trust. Participants were aware that individual students expressed different levels of one or more attributes of trust and made specific behavioral and pedagogical decisions for students who demonstrated very low levels or very high levels of specific attributes of trust. Results also indicated that participants valued particular attributes of trust because those attributes facilitated and reinforced other attributes of trust. One attribute of trust could be facilitated and reinforced by several other attributes of trust. Participants used pedagogical and behavioral means to attempt to increase students’ expression of particular attributes of trust. Results suggested that teachers who adjust the classroom environment and use several alternative teaching strategies may be making choices that increase students’ abilities to demonstrate attributes of trust. Teachers who use fewer teaching strategies and who do not adjust the environment adequately may be less able to increase the students’ abilities to demonstrate attributes of trust. A clear understanding of teacher-student trust may help teachers to chart the degree to which particular teaching methods and behavioral practices work or do not work to increase attributes of trust.