Although academic motivation and school belonging positively influence student adjustment and experiences in school, early adolescence marks a time when motivation, belonging, and success in school tend to decline. Research has investigated ways that teachers and peers can support school success and student adjustment. However, there is less research on the role that parents play in supporting students’ success, motivation, and belonging in middle school. Additionally, most research examining the role of parents has focused on parenting styles rather than parenting practices (e.g., parental involvement and parental monitoring). Our understanding of the ways that specific parenting practices may support success, academic motivation, and school belonging is incomplete. Furthermore, studies rarely take into account adolescents’ own voices when studying the influence of parenting practices on student success, academic motivation, and school belonging. The purpose of this study was to explore which parenting practices adolescents at one large, urban, ethnically diverse middle school perceived as currently supporting and having the potential to increase their success in school, academic motivation, and school belonging. A secondary qualitative analysis of individual interviews with 18 middle school students who self-reported different levels of academic motivation was completed using the hybrid process of inductive and deductive thematic analysis (Fereday & Muir-Cochrane, 2006). This analysis process allowed for the use a priori codes and for the integration of emergent codes. The Contextual Model of Parenting; which incorporates parental involvement, parental motivation, and parental socialization goals; was used as the basis of the a priori codes. The findings indicated that participants perceived specific parenting practices as currently supportive and/or had the potential to increase their success, motivation, and belonging in school. Specifically, social-emotional monitoring emerged as a theme as currently supporting and most likely to increase participants’ academic motivation. Participants viewed the parental value, making school a priority, as currently supporting their success in school. Although participants did not identify any specific parenting practices that currently supported their school belonging, peer-based monitoring practices were perceived as ways parents could potentially increase school belonging. Some differences emerged among the different self-reported motivation levels, particularly for how parents supported motivation. Students with self-reported low levels of motivation reported that parents providing or withholding positive items or activities supported their motivation. Students with medium motivation voiced having their parents act as role models was supportive of motivation. Highly motivated students stated that words of support and encouragement from parents was a supportive practice for their motivation. Results demonstrated the need for further investigation into the role of social-emotional monitoring practices in supporting students’ success, motivation, and school belonging. In addition, result indicated the need for parents to be mindful of the social-emotional wellbeing of their children.

The current study examined the relation between symptoms of PTSD and depression with bullying victimization. Bullying victimization is a highly prevalent phenomenon that nearly half of all students experience (Gan, Zhong, Das, Gan, Willis, & Tully, 2014). Rates of bullying follow a linear trend through elementary grades, and plateau or peak in middle school (Atria, Strohmeier, & Spiel, 2007; Hoover, Oliver, Hazler, 1992; Nansel et al., 2001). Bullying increases a student’s likelihood to experience a range of emotional and behavioral disorders, such as anxiety, depression, and Oppositional Defiant Disorder (ODD), suggesting that bullying is a distressing life event for children. Yet only a small number of studies have provided evidence for the relation between bullying and symptoms of PTSD. This study sought to add support to a growing body of literature evaluating associations between these two variables, while also exploring possible moderators. Results suggested a significant relations among symptoms of PTSD, depression, andbullying victimization. This study identified several other significantly related variables, such as social support and gender, but failed to identify significant moderating variables between symptoms of PTSD and bullying victimization. This study also provided evidence for the relation between witnessing bullying and negative emotional reactions. The results, clinical implications, and limitations of this study are discussed.

Master of Music / Department of Music, Theatre, and Dance / Julie Yu Oppenheim / Students in a combined choir of 7th and 8th graders learned the basics of woodshedding, which is a technique that barbershop choirs use to add harmony to a melody without the use of written music. Building off of previous skills, particularly ear training through use of solfege and Curwen hand signs, students learned how to create their own vocal harmony with any given chord progression. Students demonstrated these skills by singing along with the melody, “You Are My Sunshine.” Through my courses at Kansas State University, two main areas of development have been, 1) continued growth in teaching beginners using Gordon’s Music Learning Theory (Gordon, 2012) and Curwen handsigns for ear training, 2) developing a culture of excellence that expands to all vocal students, teaching them strong character, work ethic, and musicianship for a lifetime of making music.

<p> Technology in the classroom is becoming an additional part of the school day in many classrooms amongst the United States. 21st century skills surround us through schools, future careers, and communication. The goal of this study is to determine the advantages and disadvantages of one-to-one technology in the classroom. In addition, the experiences students go through while using a device is important. The findings of this study were based on one sixth grade classroom in a suburban community through observations, surveys, and interviews.</p><p>

<p> While research studies have revealed an association between students&rsquo; attitudes toward mathematics and achievement in mathematics, divergent results shift the research focus to the construct of attitudes and from a normative approach to a qualitative approach. This mixed-methods multiple-case phenomenological study captured the real-time classroom origins of eight attitude profiles through the use of the experiencing sampling method (ESM). A total of 75 students, representing one low-, one middle-, and one high-performing middle school in New Hampshire, participated in the ESM study and 11 students were interviewed. A total of 477 random classroom moments were captured and 3988 students&rsquo; statements were coded. Quantitative results revealed differences in the distributions of attitude profiles across performance levels and the proportion of students within certain attitude profiles. Results suggest that students&rsquo; attitudes change over time, and the distribution of the number of attitude changes does not differ across performance levels. Eight themes emerged from a holistic coding process, and a systematic coding process resulted in detailed descriptions of the eight attitude profiles. Students tended to exhibit positive self-perceptions as learners toward mathematics and their perceived competence was linked to the success they experienced. Test and quizzes dominated classroom activities among all four attitude profiles with a negative emotional dimension. The analysis revealed differences in classroom activities and their impacts on the various profiles, including the use of technology, real-world connections, quizzes and tests, homework, working problems, and students&rsquo; perceptions of their teachers, the enjoyment of mathematics, and the difficulty of the material.</p><p>

Master of Music / Department of Music, Theatre, and Dance / Virginia Houser / Maintaining interest to continue studying and practicing the piano during the middle school years can be very challenging. Not only are students distracted by so many activities but peer interactions and opinions are taken more seriously. One way to motivate piano students to continue study is to use some form of group instruction. This can be done in various ways, including theory and performance classes as well as chamber and duet preparations. I conducted two separate assessments: five middle-school aged boys and two sixth graders, a girl and a boy. I gave each of these participants a survey to determine the positive and negative outcomes experienced during these group experiences. The results of this study included the following conclusions: Students who take ownership of their music-making are also more motivated to practice; if they really enjoy a piece, they will learn it. This motivation also extends to playing with a friend, since the student will want to play competently in front of their friend. Extrinsic motivation (i.e. candy, prizes, etc.) is exciting at first, but does not really provide long-term motivation for the middle school student to practice more. The ensuing embarrassment of being unprepared was a stronger form of motivation. Middle school students also liked having goals such as working toward an upcoming festival or competition, since it gave them a goal toward which to work, even if they did not like the idea of being judged. Students also enjoyed playing duets with a parent, which proved to be a positive experience in this study. Occasionally, however, the teacher had to deal with factors beyond their control and the student decided to discontinue study.

<p> The purpose of this comparative study was to examine the relationship between student achievement and social-emotional well-being in three different school configurations for at-risk sixth grade students. This study sought to apply the stage-environment fit theory to investigate the effect of mismatched school environments on young adolescents when developmental changes occur. The mixed methods research measured academic and behavioral success and school connectedness using surveys and focus group interviews. The sample was made of 109 sixth grade students who qualified as at-risk in three northwest states. Results indicated alternative schools deliver supports that meet the academic and developmental needs of young adolescents by providing personalized and structured learning in a smaller environment.In addition, elementary schools were also found to have positive effects on academics through their use of effective teaching methodologies due to structured lessons and small ability groups. </p><p> A student&rsquo;s sense of connectedness was paramount in the findings of meeting the social-emotional needs of this marginalized population. Quantitative and qualitative results supported the elementary and alternative schools&rsquo; ability to provide students with a culture of care and support afforded through active engagement and personalized connections. Alternative students were found to have deeper conversations and stronger connections to their teachers resulting in statistically significant results according to teacher relationships from the survey and focus interviews. Alternative schools found a decrease in discipline and absenteeism as compared to at-risk students in elementary and middle schools. The behavioral results from the alternative configuration found the implementation of a sound positive behavioral intervention program was the factor that separated the alternative school program from the elementary and middle school configurations. </p><p> In light of prior findings of school configurations in relation to student success, this study supports small communities with smaller populations, lower teacher to student ratios, caring teachers who build relationships, and individualized multisensory teaching practices. These pedagogies increased student achievement and sense of connectedness to meet young adolescents&rsquo; developmental needs could reduce this vulnerable population&rsquo;s disposition of dropping out of school.</p><p>

<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>