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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
151

The Initiation and Development of Student Government in a Junior High School

Wilkins, Ruth Jones 01 January 1948 (has links)
No description available.
152

An Appraisal of Extra Class Activities in a Junior High School

Kelley, Charles Frederick 01 January 1952 (has links)
No description available.
153

Impact of Music Education on Mathematics Achievement Scores Among Middle School Students

Willis, Curt Glendale 01 January 2016 (has links)
Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to explore the relationship between music education and student achievement in math. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. A deidentified archival data set consisting of middle school students' (N = 116) total math scores on the Iowa Assessments was used to determine the impact of music education on students' math achievement, while controlling for students' sex and socioeconomic status. Changes in student achievement were measured by calculating math scores between the 2012-2013, 2013-2014, and 2014-2015 academic school years. The data were accessed from a private school system in the northeast United States. Results of a t test indicated that there were no differences in baseline scores between the group of students who received music education and the group of students who did not receive music education. Results of a regression model for 2013-2014 showed that music education was a significant predictor of math growth scores (p = .015). Results of a regression model for 2014-2015 indicated that only socioeconomic status was a significant predictor of math growth scores (p = .039). Implications for social change include improved stakeholder awareness of the value of music education for student achievement, which may motivate teachers to become advocates for music education and administrators to include music education in their curriculums. By increasing student access to music education, students may be helped to achieve to their fullest potential.
154

Investigating Inquiry Beliefs and Nature of Science (NoS) Conceptions of Science Teachers as Revealed Through Online Learning

Unknown Date (has links)
Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom,. Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: 1)lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); 2)high stake tests (Aydeniz, 2006); 3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004) ; and, 4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. These include: (1) VNOS questionnaire, (2) Electronic postings, (3) Semi-structured interviews, (4) email correspondence, and (5) videotapes. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of inquiry science instruction in variety of ways. In a nutshell, these include: 1) The teachers become more confident in their ability to implement inquiry-based science classes; 2) Better understanding of NOS conceptions assists the teachers develop a higher appreciation of inquiry science instruction; 3) The teachers' misconceptions about nature of science appear to be connected to their misconceptions about inquiry science instruction; 4) A better understanding of NOS concepts seems to have stimulate the teachers to put more emphasis on some aspects of inquiry more than others; and 5) Sophistication of teachers' NOS conceptions influences their decisions about the type of inquiry they plan to incorporate in their instruction. This study also suggests that enhancing teachers' NOS conceptions should be among the main objectives of inquiry-based professional development programs and courses that are taught in science education programs. Science education literature suggests that teachers' resistances to adopting inquiry-based science instruction may be related to their inadequate or inappropriate knowledge of the nature of science (Lederman & O' Malley, 1990; Lederman, 1992; Ryan & Aikenhead, 1992). This study reveals that enhancing NOS conceptions helps teachers in their efforts to integrate inquiry into their instruction by boosting their confidence in their abilities to teach science through inquiry. This study reveals that especially teachers who lack strong science backgrounds and prior experience with inquiry science are at risk. Not having a strong background in science and lacking extensive experience with inquiry science negatively influences the teachers' confidence and thus delays their efforts to implement inquiry-based science lessons. / A Dissertation submitted to the Department of Middle & Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester 2007. / Date of Defense: June 21, 2007. / Nature of Science Conceptions, Reform in Science Education, Professional Development, Online learning, Inquiry learning / Includes bibliographical references. / Alejandro J. Gallard, Professor Directing Dissertation; Jeff Chanton, Outside Committee Member; Nancy Davis, Committee Member; Janice Flake, Committee Member.
155

An Interpretive Inquiry Into Middle School Curriculum

Guiver, Gary Thomas January 2003 (has links)
This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach. / The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.
156

Multiple Intelligences Learning and Equity in Middle School Mathematics Education

Young, Brian Edward January 2003 (has links)
This study offers a new approach to raising mathematics achievement through the synthesis of Multiple Intelligences theory and Self-Efficacy theory. It proposes that the opportunity to learn through intellectual strengths will raise mathematics achievement both directly from students' increased understanding and indirectly through raising students' self-efficacy for mathematics. A mathematics learning program was developed for year eight students in a rural secondary school based on tasks resonating with their intellectual strengths. Both quantitative and qualitative indicators were used to compare the effects of the Multiple Intelligences learning program with the standard delivery of the mathematics curriculum to year eight students over their first term of study. After nine weeks participation in the Multiple Intelligences learning program, students demonstrated improved engagement and more positive attitudes in mathematics classes relative to their peers receiving standard instruction. The expected gains in mathematics achievement and self-efficacy were not demonstrated within the one-term span of the study. Assessment of the fidelity of implementation of the principles of Multiple Intelligences theory was confirmed through assessment of the classroom learning environment. Analysis of the reasons for the lack of differentiation revealed limitations in the traditional measures used for assessing the mathematics learning outcomes gained within the Multiple Intelligences program. / The loss of available year eight classroom instruction time from institutional assessment requirements and school policy decisions were found to be higher for the class receiving the Multiple Intelligences program than for the comparison class, and this is a significant confounding variable. It is concluded that significant changes to school organisational structures and assessment procedures are required before the cognitive and affective advantages of Multiple Intelligences learning may be realised optimally in the mathematics classroom.
157

The effects of an interdependent group-oriented contingency on middle school students' physical activity levels during physical education

Schuldheisz, Joel M. 15 September 1997 (has links)
The primary purpose of this study was to determine the effects of an interdependent group-oriented contingency on the MVPA levels of middle school students during the fitness portion of physical education lessons. Participants were randomly selected target students from three intact eighth grade classes. A combination of a delayed multiple baseline and changing criterion design was implemented to determine the effects of the intervention on students' MVPA levels (dependent variable). MVPA levels were measured using momentary time sampling with definitions from the System for Observing Fitness Instruction Time. The independent variable consisted of an interdependent group-oriented contingency program. When target students reached a physical activity level criterion, for a specified number of days, the whole group was rewarded with a choice of activities. Inter-observer agreement, using the scored-interval method (during 20% of the lessons), for students' MVPA levels was 95% (range 91-100%) and 86% (range 74-94%) for the teacher's instructional behaviors. Visual analysis of graphic data was used to demonstrate the functional relationship between the intervention and MVPA levels. The overlap of data points, mean level changes, trends, variability within and between conditions, and number of days that the criteria were attained by the target students were used to establish the experimental effects. A higher level of student MVPA was demonstrated in all classes, during all three units when the initial criterion level of the intervention was implemented. During the second level of intervention, higher MVPA levels were demonstrated in one of three units. Across all three units, when the intervention was in effect, target students attained the MVPA criteria 21 of the 27 days (78%). Post-checks, conducted three weeks after the withdrawal of the contingency program, revealed that MVPA levels decreased slightly while remaining above the level observed during baseline. / Graduation date: 1998
158

The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding

Eddy, Colleen M. Wilkerson, Trena L. January 2005 (has links)
Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 173-180).
159

Surveying lunch choices of urban middle school students /

Dawiczyk, Kevin A., January 2007 (has links)
Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: David Harackiewicz "... in partial fulfillment of the requirements for the degree of Master of Science in PHysical Education and Human Performance" Includes bibliographical references (leaves 30-32). Also available via the World Wide Web.
160

Analyzing explicit teaching strategies and student discourse for scientific argumentation

Park, Young-Shin 23 May 2005 (has links)
Scientific inquiry in K-12 classrooms tends to be procedural, lacking opportunities for students to gain understanding of how scientific knowledge is constructed through reflection, debate, and argument. Limited opportunity to develop scientific argumentation skills prevents students from practicing the scientific thinking needed to understand the nature of scientific knowledge and the role of scientific inquiry. To solve this problem in science education, recent research has focused on how to support student opportunities to learn scientific argumentation in the context of learning science content. The purpose of this investigation was to examine and analyze one science teacher's understanding of scientific argumentation and his teaching strategies for developing students' argumentation skills in the classroom. This investigation also analyzed student discourse in response to those teaching strategies, to see how students demonstrate improved scientific thinking skills while they developed skills in scientific argumentation. One science teacher, Mr. Field, and his students at the middle school level participated in this study for two months. Three interviews employing semi-structured protocols were used to examine Mr. Field's understanding of scientific argumentation. A structured observational protocol enhanced with field notes and audio tape recordings were employed to investigate Mr. Field's teaching strategies that led students to demonstrate scientific thinking skills. Transcriptions of student discourse and two lab reports were also analyzed for the quality of students' scientific thinking skills. Three different tools for argument analysis, Toulmin, Epistemic Operation, and Reasoning Complexity, were used to examine student argumentation in detail. The teacher, Mr. Field, defined scientific inquiry as the combination of developing procedural skills through hands-on activities and reasoning skills through argumentation. Seven different teaching strategies emerged based on sixty hours of classroom observation. Daily Science and the Claim-Evidence Approach were the two main teaching strategies that gave students opportunities to demonstrate the reasoning skills needed to construct scientific knowledge. However, students developed less extended arguments during Daily Science, whose purpose was to provide them with a chance to practice basic skills, such as differentiating independent variables from dependent. On the other hand, students developed more extended arguments during the Claim-Evidence Approach, where the purpose was to provide students with opportunities to develop claims, to find evidence from experiments to support the claims or refute those of others, and to discuss the limitation of the experiments. The less extended argumentation observed during these activities is described as a linear flow, moving from Mr. Field's question to students' answers to Mr. Field's evaluation at the end. The more extended argumentation can be described as a circular flow, moving from Mr. Field's question, to students' answers, to Mr. Field's evaluation with more prompts or questions, to students' responses as justification, to Mr. Field's general explanation based on students' justification, and finally to the teacher's or students' synthesis or applications. The former argumentation is named Fundamental Argumentation and the latter Exploring Argumentation. Fundamental Argumentation occurred more often than the other during this study. Shifting from Fundamental Argumentation to Exploring Argumentation was observed to depend on the teacher's scaffolding, such as using more extended questions and prompts to further the discussion. In addition, the students' abilities to develop scientific argumentation were related to their scientific knowledge, the teacher's engagement in interacting with students, and the opportunities students had to practice scientific argumentation. Limited scientific knowledge is believed to prevent students from demonstrating reasoning skills. Also, "wait time" that students need to retrieve knowledge, described by Mr. Field, is also believed to be one of the barriers to scientific argumentation in some of Mr. Field's classroom interaction. Further investigation of students' abilities to develop scientific argumentation in different contexts, such as group work and whole class discussion, is recommended with the use of the argument analysis tools employed in this study, in order to better understand the nature of learning and teaching scientific argumentation in the classroom. / Graduation date: 2006

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