Spelling suggestions: "subject:"middleschool"" "subject:"middleschools""
441 |
Effects of Teaching Text Structure in Science Text Reading: A Study Among Chinese Middle School StudentsCheng, Rong January 2019 (has links)
The purpose of this study was to determine whether teaching students about the structure of a text would be associated with improved reading comprehension. Science texts were used with the intention of adding to what is known about content-area reading comprehension. To investigate the effects of teaching science text structure, a reading comprehension program called Comprehending Science Texts with Structure (CSTS) was developed and tested using an true experimental design. Importantly, the study was conducted in China with Mandarin-speaking students, with whom there has been a great shortage of reading research. The CSTS program is a 15-lesson reading comprehension program designed to teach middle school students how to comprehend science texts by using three text structure strategies, namely asking generic questions (GQs), using graphic organizers (GOs), and summary writing (SW). A total of 88 sixth grade students participated in this study and were randomly assigned to either the CSTS intervention group or the content-only control group. After the completion of the CSTS program, students’ text structure knowledge and reading comprehension were measured using researcher-designed measures of the comprehension of both science and generic text. The generic text was used in order to investigate near-transfer effects. Far transfer was measured post-intervention through the use of two standardized reading tests, one taken from a state assessment and the other from the PISA reading test. Results from multivariate analyses of covariance indicated that, overall, students in the treatment group significantly outperformed their counterparts in the control group after controlling for pretest reading skill and science knowledge. Specifically, students who received the CSTS intervention showed significant acquisition of science texts structure knowledge and also significantly outperformed the controls in the comprehension of science texts. The results also demonstrated the near-transfer effects of the CSTS from science texts to generic texts; here, students in the treatment group significantly gained generic text structure knowledge and also significantly outperformed the controls in the comprehension of generic texts significant. A far-transfer effect, however, was not found, as the two groups did not show a statistically significant difference in performance on the post-test standardized reading comprehension tests.
|
442 |
Predictors of scientific understanding of middle school studentsUnknown Date (has links)
The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student. / Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment. / by Joshua Matthew Strate. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
|
443 |
Middle school science teachers' personal growth and professional development : what do they mean?Holmes, Frank L. 02 May 2003 (has links)
A teacher may say, "I have twenty years of experience,"
but just what does it mean? This study suggests explanations
for the meaning of "Experience," not by looking at the number
of years in a classroom, but at what teachers did in those
years that could make the teaching experience equivalent to
years of personal growth and development.
Three Middle Level Science teachers' experiences were
observed over two separate units of instruction. Teachers
were engaged in conversations before, during and after every
observation, such that their talk gave meaning to teaching.
The teachers, early in their units, experienced tensions
(stresses and anxieties) that affected their planning and
implementation of teaching. The study determined that the
teachers' learning experiences and personal growth were
directly related to how they met the challenge of tensions.
One teacher with very little science knowledge met the
challenge of tensions in teaching by integrating her new
science knowledge with her English and History knowledge and
repertoire. She developed new practices that increased her
energy and confidence in such a way that became self-sustaining
experiences and growth.
Two other teachers, despite science backgrounds, were
less successful in meeting the challenge of tensions in
teaching. Each found that the contents of the selected units
required study and preparation, yet the teachers acquired
information rather than truly learning the new subject
matter. These teachers, in meeting the tensions of teaching,
felt their energies wane, which reduced their dedication and
effectiveness. As a result, neither teacher experienced
personal growth. The negative experiences resulted in each
teacher becoming more entrenched in a lecture mode of
teaching to escape the tensions that existed.
Learning new subject matter can produce tensions
leading to experiences which affect teaching and potential
for teacher growth. Incremental amounts of growth are
possible, but only if a teacher responds positively to and
meets the challenge of tensions in teaching, minute by
minute, class by class. / Graduation date: 2003
|
444 |
Co-curricular activities : an element of solution-focused oriented interventions for middle school seriously emotionally disturbed studentsStevens, Clifford W. 09 June 1998 (has links)
The purpose of this research was to examine the
effects of a co-curricular program on the behavior of
seriously emotionally disturbed (SED) middle school
students. Co-curricular activities are any school-based activities that give students an opportunity to
blend the various aspects of their academic learning
with personal actions.
This was an action research study conducted in a
middle school special education program. The
participants were 10 middle school students
identified as seriously emotionally disturbed.
These students participated in the planning and
evaluation of their involvement in co-curricular
activities during this year long study.
Participant observations, interviews, student
and staff journals, and documentary evidence provided
data for the development of case records.
The study generated the following results:
Participation in co-curricular activities
increased the sense of belonging for these students
at this middle school.
Seriously emotionally disturbed students
reported that adult mentors significantly influenced
their level of success.
Seriously emotionally disturbed students had
higher grade point averages and better attendance and
fewer disciplinary issues during this study.
During co-curricular activities, these students
demonstrated leadership, thinking, communication, and
cooperative learning skills that were not apparent in
the regular classroom settings.
Seriously emotionally disturbed students
responded favorably to a solution-focused model of
education.
Parents reported that their students engaged in
more leisure activities involving peers outside
school, and were easier to live with at home.
Students identified the privilege of
participating in co-curricular activities as
motivating them to minimize their past use of counter-productive social strategies during
interactions with peers and adults.
Latino students found it difficult to
participate in activities with Anglos if other
Latinos did not view the activity as acceptable.
The primary implication of this research for
schools is that co-curricular programs appeared to
increase the sense of belonging for middle school
SED students which influenced more positive social
and academic behaviors. / Graduation date: 1999
|
445 |
Examining the experience of reader-response in an on-line environment a study of a middle-school classroom /Arnold, Jacqualine Marshall, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 307-339).
|
446 |
The relationships between Thai girls' and boys' attitudes and beliefs about mathematics and mathematics achievement, future mathematics coursework intentions, and career interestsKatwibun, Duanghathai 09 March 2000 (has links)
The intention of this study was to explore the relationships between Thai
middle school girls' and boys' attitudes and beliefs about mathematics and
mathematics achievement, future mathematics coursework intentions, and career
interests. Participants in this study were 523 students who were enrolled in The
Chiang Mai University Demonstration School during the first semester of the 1999
school year. In order to measure the students' attitudes and beliefs about
mathematics, a questionnaire was developed from the Fennema-Sherman Attitudes
Scale (Mulhern & Rae, 1998) and Indiana Mathematics Beliefs Scale (Kloosterman
& Stage, 1992). Students' mathematics achievement was obtained from their final
mathematics grades at the end of the semester. Students' future mathematics
coursework intentions questionnaire was developed from Throndike-Christ's
(1991) study. Finally, students' career interests questionnaire was rated according
to Goldman and Hewitt's (1976) science/math continuum.
The findings revealed that Thai middle school students had positive
attitudes and beliefs about mathematics. The students had good mathematics
achievement and demonstrated a moderate likelihood to take optional future
mathematics coursework. Many students were interested in careers related to
mathematics and science fields.
Focusing on grade level, those students in higher grades expressed lower
motivation, confidence in learning mathematics, and mathematics achievement. On
the other hand, they showed stronger beliefs about mathematics as a male domain
and the usefulness of mathematics and had stronger interests in careers related to
mathematics and science fields than students in lower grades.
Overall, no gender differences in motivation and confidence in learning
mathematics surfaced. However, gender differences favoring boys were found in
students' beliefs about mathematics as a male domain, the usefulness of
mathematics, the importance of understanding concepts in mathematics, and
increasing mathematical ability by effort. Boys also indicated more willingness to
take optional mathematics coursework and displayed stronger interests in careers
related to mathematics and science fields. The only gender difference favoring girls
was mathematics achievement. The regression findings revealed that attitudes and
beliefs about mathematics variables were predictive of students' mathematics
achievement, future mathematics coursework intentions, and career interests. / Graduation date: 2000
|
447 |
Addressing young adolescents' needs through middle school advisory programsMcGinnis-Garner, Lynn. Curtis, Deborah J., Crawford, Kathleen Marie. January 2002 (has links)
Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.
|
448 |
Voices from middle school: students' perceptions of their educational experiencesGainer, Jesse Straus 28 August 2008 (has links)
Not available / text
|
449 |
Self-determination theory in a collectivist educational context: motivation of Korean students studying English as a foreign languageMurray, Bokyung 28 August 2008 (has links)
Not available / text
|
450 |
A jigsaw puzzle: assessing the English vocabulary level of junior secondary students in Hong KongSalter, B. W. Jim January 2002 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
|
Page generated in 0.0445 seconds