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Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their ResponsesJones, Karen Ann 01 December 2011 (has links)
No description available.
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THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERSLudwig, Angie N. 17 January 2007 (has links)
No description available.
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Teaching Tolerance in Language Arts for Student Awareness in Middle SchoolsElston, Amy Darr 05 June 2014 (has links)
No description available.
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Stakeholder Perceptions of the Implementation of Project-based Learning in Pennsylvania Middle SchoolsRalston, Thomas W. 05 September 2014 (has links)
No description available.
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Impact of Student-Centered Learning in MathematicsGarner, Brittany January 2015 (has links)
No description available.
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A Case Study On Co-Teacher Noticing Within A Seventh Grade ClassroomMeadows, Michelle Lee 17 August 2016 (has links)
No description available.
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EDUCATIONAL CHANGE: DEVELOPMENT OF A CREATIVITY ENCOURAGING PEDAGOGICAL FRAMEWORK FOR A STANDARDS-BASED MIDDLE SCHOOL ENVIRONMENTPringle, Perkins Bobby, II 17 August 2016 (has links)
No description available.
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Breaking the Cycle: A Mixed-Methods Study of Math Anxiety at the Middle-School LevelGuertler, Cynthia L. 05 December 2016 (has links)
No description available.
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Learning symbolic modeling from incorrect examples: effects of order of instructionConnolly, Helena January 2022 (has links)
Previous research has shown that instruction followed by problem solving (I-PS) is an effective pedagogical approach in many procedural domains, but engaging students in problem solving before instruction (PS-I) can benefit conceptual learning and transfer. However, it is unclear which order of instruction is optimal for domains that rely heavily on both procedural and conceptual knowledge, such as symbolic modeling. This study investigates optimal order of instruction for learning modeling when instruction is based on incorrect examples.
In an experiment with 97 eighth graders, we tested which order of instruction, I-PS or PS-I, was most beneficial for learning to create and evaluate mathematical models of rate-based situations, and for transferring learning to create models with different structures. The study also investigated whether optimal order of instruction depended on a student’s prior knowledge. Students in the I-PS condition performed better on model generation, regardless of prior knowledge, but no condition differences were found in model evaluation or transfer outcomes. Students in the PS-I condition reported more instances of confusion. Confusion negatively predicted transfer and showed a trend toward negatively predicting model evaluation. However, confusion did not mediate the relationship between condition and learning outcomes. This study extends the research on the role of instructional order in learning, and its impact on students’ affective experiences.
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Youth Voices - Oriented to Peace: Moving into Possibilities and a Sense of HopefulnessSchmidt, Sandra January 2024 (has links)
Young people tend to witness and experience the ubiquitous nature of conflicts that emanate from dominant socio-political, economic, and cultural forces and often tend to shape school practices. In this study, I listened to the voices of students who attend schools that aspire to resist this socialization for conflict through their focus on peace education.
The research questions that guided my study are, ‘In this world of conflict, how are young people imagining, engaging, and enacting a peaceful world?’ which is complemented with a question on, ‘How are middle school students interacting with notions of peace and conflict as they make meaning of their social worlds?’ Inspired by a methodological approach of youth participatory action research (YPAR), 12 students across two schools in New Delhi, India, participated in a YPAR process across 13 virtual sessions, which were held twice weekly.
Guided by a critical peace education and critical hope framework, I found that despite living in a world that is embedded in conflict, these young people move beyond despair and offer hope and possibilities for imagining, engaging with, and enacting a peaceful world. With an orientation to peace, these young people illuminate their imaginations of peace, which help us to think about ways in which we can live as peaceful beings characterized by harmonious co/existence with the self, one another, and the environment. Living in this world of conflict, these young people do demonstrate an awareness of existing conflict, and their engagement with conflict also tends to take them back to a place of peace. Starting from and returning to a place of peace could contribute towards building a peaceful world.
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