<p> With only 11% of the current Science, Technology, Engineering, and Math (STEM) workforce being Black and Latino men and women, there is a crisis of underrepresented individuals in STEM fields. The construction of the Next Generation Science Standards (NGSS), and the mantra &ldquo;all standards, all students,&rdquo; represents an attempt to increase access to science for more students, and increase their self-efficacy about STEM subjects, as low self-efficacy is cited as one of the main causes of disinterest in STEM subjects. This study examined the relationship between students&rsquo; self-efficacy in STEM fields and their career interests, specifically in a population of Black and Latino youth. The study further analyzed self-efficacy and STEM interest between two groups of middle school students, those engaged with the Next Generation Science Standards (NGSS) and those with traditional instruction. The Student Attitudes Towards STEM survey was distributed to 580 students to collect quantitative data on student self-efficacy in STEM and their attitudes towards varied STEM careers. Statistical analysis (correlation) determined a significant (<i>p</i> &lt; 0.01) moderate correlation between students&rsquo; self-efficacy and STEM career interest. Statistical analysis (independent samples t-test) also determined there was no statistical difference between the two student groups. This study offers insights into the implementation of the standards, suggestions for future research around science programs in schools, and a call to action for all schools to offer science courses to all students from kindergarten to 12th grade to increase interest in STEM fields for future careers and life outside the classroom.</p><p>

In recent years, sexual harassment among adolescents has received significant national attention in the media and from behavioral science researchers. Initial research focused predominantly on describing the prevalence of peer sexual harassment (PSH) among adolescents and understanding the associated outcomes. More recently, researchers have begun to examine individual and contextual risk factors for victimization. Using the problem behavior hypothesis, opportunity theory and developmental theory, a theoretical framework to identify risk factors for PSH was developed, namely risky behaviors (i.e., self-reported delinquency, aggression and friend support for counter conventional behaviors) and sexual saliency variables (i.e., flirting, dating and opposite sex nominations). Moreover, this is the first study that has used classroom demographic factors (i.e., percent male and class size) to predict PSH. Thus, the current cross-sectional study adds to the literature by examining the associations of individual variables with PSH using multilevel modeling techniques, taking into account the nested design of students within classrooms, with theoretically based correlates (i.e., classroom variables, risky behaviors, sexual saliency factors) to examine vulnerability factors for PSH. A cohort of 8th grade students from an urban, culturally diverse and low-income school district was used. Self-report and peer-reported data were obtained from 744 students in the fall. Self-report measures include PSH (AAUW, 1993; 2001); self-reported delinquency (Elliot, Huizinga, and Ageton, 1995), a modified friends' support for counter conventional behaviors scale (Schierer and Botvin, 1998); and dating frequency. Peer ratings of aggressive behavior, flirtatious behavior, and opposite sex peer nominations came from the Revised Class Play (Matesen, Morrison, and Pellegrini, 1985). Hierarchical linear regression analyses indicated that PSH scores did not significantly differ between classrooms. As such, all variables were disaggregated to the individual level. Regression analyses found that classroom variables of class size and percent male were not related to the experience of PSH. Risky behaviors (i.e., self-reported delinquency, friend support for counter conventional behaviors, peer rated aggression) was a significant factor, with self reported delinquency being significant for girls and boys and peer rated aggression was a significant predictor for boys. Sexual salience variables (i.e., dating, flirtatiousness, opposite sex nominations) was also a significant factor, with flirtatiousness being a significant predictor for girls and boys and dating being significant uniquely for girls. Findings indicated that risky behaviors account for a greater variance in PSH victimization in boys, whereas sexual saliency account for a greater proportion of variance in girls. Findings also indicate that 6th grade pubertal status was predictive of 8th grade PSH. These results were discussed within the context of clinical implications for schools and future research directions.

<p> The purpose of the study was to investigate intrinsic and extrinsic motivational factors that influence middle school students&rsquo; enrollment decisions in either alternative (Modern Band) or traditional (Advanced Choir) music ensembles, as well as to explore external influences (peers, parents/family members, and the music teacher) on students&rsquo; performance and learning skills. The data revealed that common intrinsic motivators described by students from both ensembles included interest in music, developing playing/singing skills and improving performance skills, emotions toward performing, desire of career and personal enjoyment, and self-encouragement. </p><p> The participants included two eighth-grade students enrolled in Modern Band and two eighth-grade students from Advanced Choir, and both ensembles were taught by the same teacher in the same school in an urban area on the West Coast. The results indicate whether the motivations were internal or external, different levels of impact were seen on each student regarding decision-making, learning process, and performance skills.</p><p>

The purpose of this study was to determine the effect of the Yamaha Music In Education (MIE) keyboard instructional approach on selected musical and nonmusical outcomes of middle school students. One hundred and thirty-four middle school students from Miami, Florida were involved in the study. Experimental group participants (n = 68) received the MIE keyboard instructional approach, and were compared to a control group (n = 66) with no music instruction. The study was implemented for the academic school year from November 2004 to April 2005. Musical outcomes were reflected in students' music achievement and music attitudes. Music achievement was measured using the Iowa Tests of Music Literacy (ITML) (Gordon, 1991), and music attitude was evaluated through the Instrumental Music Attitude Inventory (IMAI) (Fortney, 1992). The nonmusical outcomes included students' motivation and self-esteem, using the Achievement Motivation Profile (AMP-Junior Form) (Mandel, Friedland, & Marcus, 2006), and the Coopersmith Self-Esteem Inventory (SEI) (Coopersmith, 1981) respectively. Report card grades in math and reading, as well as school attendance records were obtained from the participating school to measure students' academic achievement and school attendance.

The purpose of this study was to develop a model describing the relationship of inquiry-based teaching elements on middle school students’ science, technology, engineering, and mathematics (STEM) interests and belief changes. The study utilized pretest/posttest, correlational, and longitudinal designs. Classroom inquiry data (N = 139) and middle school students’ attitudinal data (N = 1779) were collected in middle school classrooms within a 40 mile radius of Texas A&M University during the 2004-2005 and 2005-2006 school years. Results indicated 24% of the variation in middle school students’ change in science, technology, engineering, and mathematics (STEM) interests was explained by the inquiry-learning element “teacher as listener” was very characteristic of this classroom.” STEM interest change explained 55% of the variation in middle school students’ STEM belief change. Analyses indicated NSF Fellows and teachers affected the rate at which middle school students’ STEM beliefs and interests changed. Middle school students’ STEM interests and beliefs remained significantly unchanged from pre- to post-NSF Fellow each year of the study. Classroom inquiry levels did significantly increase from beginning of school-year to end of school-year each year of the project. NSF Fellows had a positive relationship with the one inquiry element “teacher as listener” was very characteristic of the classroom; which explained middle school students’ change in STEM interests. NSF Fellows had negative relationships with the inquiry elements, lessons involved fundamental concepts of the subject; lessons were designed to engage students as members of a learning community; lessons promoted strong conceptual understanding; and elements of abstraction were encouraged when it was important to do so. No inquiry elements were associated with middle school students’ change in STEM beliefs. Middle school students’ change in STEM interests were positively associated with three inquiry elements, “teacher as listener” was very characteristic of the classroom; students were involved in the communication of their ideas to others using a variety of means and media; and student questions and comments often determine the focus and direction of classroom discourse. The inquiry element, instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein, was negatively associated with changes in middle school students’ STEM interests.

The purpose of this study was to develop a model describing the relationship of inquiry-based teaching elements on middle school students’ science, technology, engineering, and mathematics (STEM) interests and belief changes. The study utilized pretest/posttest, correlational, and longitudinal designs. Classroom inquiry data (N = 139) and middle school students’ attitudinal data (N = 1779) were collected in middle school classrooms within a 40 mile radius of Texas A&M University during the 2004-2005 and 2005-2006 school years. Results indicated 24% of the variation in middle school students’ change in science, technology, engineering, and mathematics (STEM) interests was explained by the inquiry-learning element “teacher as listener” was very characteristic of this classroom.” STEM interest change explained 55% of the variation in middle school students’ STEM belief change. Analyses indicated NSF Fellows and teachers affected the rate at which middle school students’ STEM beliefs and interests changed. Middle school students’ STEM interests and beliefs remained significantly unchanged from pre- to post-NSF Fellow each year of the study. Classroom inquiry levels did significantly increase from beginning of school-year to end of school-year each year of the project. NSF Fellows had a positive relationship with the one inquiry element “teacher as listener” was very characteristic of the classroom; which explained middle school students’ change in STEM interests. NSF Fellows had negative relationships with the inquiry elements, lessons involved fundamental concepts of the subject; lessons were designed to engage students as members of a learning community; lessons promoted strong conceptual understanding; and elements of abstraction were encouraged when it was important to do so. No inquiry elements were associated with middle school students’ change in STEM beliefs. Middle school students’ change in STEM interests were positively associated with three inquiry elements, “teacher as listener” was very characteristic of the classroom; students were involved in the communication of their ideas to others using a variety of means and media; and student questions and comments often determine the focus and direction of classroom discourse. The inquiry element, instructional strategies and activities respected students’ prior knowledge and the preconceptions inherent therein, was negatively associated with changes in middle school students’ STEM interests.

The purpose of this study was to investigate the possible relationship between the level of implementation of the middle school concept and student achievement. The level of implementation of the middle school concept was determined by the Texas Assessment of Middle Level Schools (TAMLS) which was completed by a random sample of middle school principals from across Texas. Student achievement and selected demographic data were obtained from the Academic Excellence Indicator System (AEIS) reports on the various campuses as published on the Texas Education Agency (TEA, 2003a) website. Student achievement, school size, and demographic variables were investigated using frequency counts, mean scores, standard deviations, analysis of variance (ANOVA), and Pearson product–moment correlations across independent variable categories. The independent variable categories were the five criteria and the total score as rated by principals on the TAMLS survey. Major research findings of this study include: 1. Relationships were found between the TAMLS criteria of developmental responsiveness and teacher preparation and professional development with student achievement across all of the research questions examined. 2. Relationships were found between school size, the TAMLS criteria and student achievement. 3. Relationships were found between student ethnicity, the TAMLS criteria, and student achievement. The study results with regard to the relationship between the level of implementation of the middle school concept, taken in its totality, are inconclusive. This finding is supported in a review of the literature. Based on the findings of the study, researcher recommendations include: 1. Middle schools involved in reform efforts to improve student achievement should focus their efforts in the areas of developmental responsiveness and teacher professional development. 2. Principals of large middle schools (n ≥ 801 students) should consider the implementation of the middle school concept as a design strategy when reform efforts are undertaken.

Thesis (Ph. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 107-117).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 73-81).