The purpose of this study was to develop and provide construct validation evidence for the Children’s Academic Motivation Inventory (CAMI). The CAMI, the junior Index of Motivation Scale (JIM Scale), and the Children’s Social Desirability Scale (CSDS) were administered to 534 sixth-, seventh-, and eighth-grade students. Additionally, teacher assigned math grades; total math and total reading scores from the Kentucky Essential skills test (KEST); and the Cognitive Skills Index (CSI) from the Test of Cognitive Skills were obtained for each participant. Principal-components factor analysis with varimax rotation performed on the CAMI items produced essentially one factor, entitled academic achievement motivation. Coefficient alpha for the total CAMI was .92. The alpha coefficients for the twelve proposed factors of the CAMI ranged from .50 to .67. Stepwise multiple regression analysis was performed using total CAMI scores as the criterion variable. JIM scale scores: CSDS scores; teacher-assigned math grades; total math reading scores from the KEST: and CSI scores functioned as the predictor variables. Stepwise multiple regression indicated that the combination of JIM scale scores, teacher-assigned math grades, CSDS scores, and total reading achievement scores provided the best prediction model for total CAMI scores (R2 = .18). JIM scale entered the equation first (F = 60.969; df = 1, 407; p < .001); CSDS scores entered second (F = 20.348; df = 1, 407; p < .001); CSDS scores entered third (F = 6.104; df = 1, 407: p < .05); and total reading achievement scores entered last (F = 4.667; df = 1, 407; p < .05). JIM Scale scores were selected for evidence of discriminant validity. The regression analysis demonstrated that the CAMI has convergent validity with regard to the JIM scale: discriminant validity with respect to the CSDS: and sensitivity to group differences with respect to the teacher-assigned math grades, the CSI scores, and total reading and math scores from the KEST. Pearson product-moment correlation coefficients were also computed to aid interpretation of the stepwise multiple regression results. The correlations between total CAMI scores and each of the predictor variables were: JIM Scale scores (r = .35, p < .001), teacher-assigned math grades (r = .23, p < .001), CSDS scores (r = .18, p < .001), Cognitive Skills Index (r = .19, p < .001), total reading achievement scores form the KEST (r =. 22, p < .001), and total math achievement scores from the KEST (r = .11, p < .05). This investigation provides evidence to support the construct validity of the CAMI. Implications for future research are discussed.

No description available.

The purpose of this study was to determine if there was any difference between beginning high school art students at Calhoun High School, Port Lavaca, Texas, who had had a junior high art experience and those who had no such experience in regard to their art information, art attitudes, and ability to produce quality art work. The Eisner Art Information and Art Attitude Inventories and three art performance tasks were administered to the population. Those with junior high art experience scored significantly higher on the art information inventory and art performance tasks than those without. The data support the positive effect of a junior high art experience on beginning high school art students.

O objetivo deste trabalho é refletir sobre os modos como alunos do Ensino Fundamental II constroem seus objetos de discurso em textos escritos argumentativos. A referenciação, um dos principais temas de estudo da Linguística Textual (cf. MONDADA e DUBOIS, 2014[1995]; CAVALCANTE, 2003; CAVALCANTE e LIMA, 2015; KOCH, 2011b), debruça-se sobre os processos de construção dos referentes, entendendo que a língua é uma proposta de categorização do mundo, de tal modo que os sujeitos, em seus enunciados, de maneira estratégica e interativa, refletem e criam objetos e categorizações, razão pela qual estes objetos são chamados objetos de discurso. Em nosso trabalho, analisamos um conjunto de 103 redações de alunos de todos os anos do Ensino Fundamental II, estudantes de uma escola da rede municipal de ensino da cidade de São Paulo, observando de que modos eles introduzem e retomam seus objetos de discurso e como esses processos de construção e progressão referencial constituem as estratégias argumentativas que utilizam, dentre as quais se destacam: descrição dos fatos, argumentum ad consequentiam, argumentum ad misericordiam e reciprocidade (cf. FIORIN, 2015; PERELMAN e TYTECA 2014[1996]). Foi possível, também, pontuar as estratégias referenciais mais conhecidas por este público, bem como as menos dominadas, o que nos permitiu traçar um diagnóstico sobre a referenciação nos textos analisados. Preocupados com uma análise que observasse não somente as estratégias formais utilizadas pelos alunos, mas que também buscasse compreender os efeitos de sentido que elas produziam e que identificasse indícios de possíveis fatores que as motivassem, consideramos também alguns elementos contextuais sobre a produção de textos na escola. Diante disso, acreditamos que nosso trabalho possa contribuir para um maior conhecimento sobre a escrita de alunos em contexto escolar, evidenciando algumas especificidades do Ensino Fundamental II. / The objective of this research is to reflect on the ways in which Junior High School (Ensino Fundamental II) students construct their discourse objects in written argumentative texts. The referenciation, one of the main subjects of study of Textual Linguistics (cf. MONDADA e DUBOIS, 2014[1995]; CAVALCANTE, 2003; CAVALCANTE e LIMA, 2015; KOCH, 2011b), focuses on the processes of construction of referents, understanding that language is a proposal of categorization of the world, in such a way that the subjects, in their utterances, strategically and interactively, reflect and create objects and categorizations, reason by which these objects are called \"objects of discourse\". In this research, we analyzed a set of 103 essays of students of all the years of Junior High School, students of a school of the municipal education system of Sao Paulo City, observing in what ways they introduce and retake their discourse objects and how these processes of construction and referential progression constitute the argumentative strategies they use, among which the following stand out: description of the facts, argumentum ad consequentiam, argumentum ad misericordiam, and reciprocity (cf. FIORIN, 2015; PERELMAN e TYTECA 2014[1996]). It was also possible to punctuate the referential strategies better known by this public, as well as the less dominated ones, which allowed us to draw a diagnosis about the reference in the texts analyzed. Concerned with an analysis that not only observed the formal strategies used by the students, but also sought to understand the effects of meaning that they produced and identified indications of possible factors that motivate them, we also consider some contextual elements about the production of texts in the school. In view of this, we believe that our research can contribute to a greater knowledge about the writing of students in a school context, bringing the specificities of Junior High School.

We know that it is important that students feel a sense of belonging in school, but additional research is needed to better understand the influences on belonging, especially for junior high and middle school students. Junior high lunchtime is an ideal space to study as a potential influence on belonging because it is a central part of the secondary school experience and it is a social space for students. The purpose of this study is to connect lunchtime experiences to school belonging by showing that how students experience lunchtime and how this affects their overall sense of belonging in school.Descriptive statistical methods such as SPSS Two-Step Cluster Analysis as well as predictive statistics such as logistical regression are used to evaluate data collected during a schoolwide survey conducted in spring 2014 at a junior high (grades 7-8) located in the intermountain region of the United States. The survey provided responses from 832 students across the junior high. Results indicate that loving lunch significantly positively affects school belonging and that students naturally group into different profiles based on their lunchtime preferences. The results also indicate that these lunchtime activity preference profiles significantly affect belonging. Three recommendations are made based on the findings of this study. (a) Offer a variety of lunchtime activity options for students to choose from aimed at making lunch a more positive experience for all students. (b) Create more structured activities for students to participate in during lunch for those who may have anxiety about what to do during lunch. (c) Involve students in making lunch more enjoyable for themselves and others through a school-wide initiative to improve lunchtime experiences for all students.While this study confirms the suspected connection between lunchtime experiences and school belonging, further research is necessary to better understand how lunchtime is experienced by students and how lunchtime can be used as a space for fostering belonging in junior highs.

The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school. The sample consisted of 107 middle school students in an all-boys independent school in the northeast United States. Data on students' general self-concept, academic self-concept and domain specific academic self-concepts were collected using the Academic Self-Description Questionnaire I and II.;Four hypotheses were tested: 1) Newly enrolled students to the all-boys middle school will initially experience significantly more negative domain specific academic self-concepts than students who are returning or have been promoted from within the school; 2) New students to the all-boys middle school will initially experience a significant negative difference in general academic self-concept than students who are returning or have been promoted from within the school; 3) New students to the all-boys middle school will have a general self-concept that does not differ substantially from the students who are returning or have been promoted from within the school; 4) New students to the all-boys middle school will initially experience lower academic achievement than students who are returning or have been promoted from within the school.;The findings of the study do not support the Big-Fish-Little-Pond Effect; whereas, the students transitioning into the independent middle school were found to have self-concept scores equal to or more positive than current students. Consequently, the findings support the concept of reflected glory and expansion of the Internal/External Frame of Reference Theory.

The opinions of male students at Logan Junior High School and their parents were analyzed to determine attitudes toward physical education and the existing physical education program at the school. The data was obtained by the use of a questionnaire given to 458 boys and their parents. Students of all three grades and the parents of all three classes indicated a positive attitude toward physical education and also toward the existing physical education program at Logan Junior High School. Ninth-graders showed the most favorable attitude of the student groups toward physical education. Parents of eighth-graders were the strongest supporters from the parent groups. The most favorable attitude toward the existing program from the students was accumulated by the ninth-grade boys, and the parents of seventh graders were the strongest supporters among the three parent groups. In addition, each of the six groups was overwhelmingly in favor of the intramural program. Basketball, flag football, and European handball were the three most liked activities. Calisthenics, relays, and Color Achievement were the least liked activities.

Instructional coaching, a multifaceted form of job-embedded professional development in education, is widely spreading across the United States as a means of improving staff performance and student learning. The problem was that there was a decrease in 8th grade student achievement in mathematics in this school district. The purpose of the intrinsic qualitative case study was to examine the perceptions and experiences of middle school math teachers about the role of instructional coaches in supporting math instruction. Maslow's hierarchy of needs and Knowles' andragogy adult learning theories formed the conceptual framework that guided this study. The research questions focused on mathematics teachers' perceptions of the role of instructional coaches and their experiences working with coaches. A case study design was used to capture the insights of 5 mathematics teachers through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a peer audit. The findings revealed 5 themes: collaboration, observations with feedback sessions, data analysis sessions, professional development, and student achievement. A professional development project was created to provide and improve collaborative skills between teachers and instructional coaches. This study has implications for positive social change through the creation of a plan to build stronger teacher-coach connections to improve student learning opportunities.

An investigation of the physical education programs enlightens the physical educator to the extent that he is aware of the types and quality of programs carried on in his immediate area.

The goal of this study is to contribute to understandings of parent-school relationships involving parents of students with autism by exploring notions of belonging with a small group of parents. The purpose of the study is to describe the experiences of middle school parents of children with autism. From these descriptions, I examined how parents of students with autism might contribute to understandings of belonging in school-family partnerships and enable schools and families to collaborate more effectively. This study addresses an apparent gap in understandings of belonging of parents of children with autism in their relationships with their child's school. As parents are asked to make connections with their children's school in parent-school partnerships, understandings of those connections are vital to generating and sustaining meaningful and effective relationships between parents and schools. This study uses thick descriptive methods (Geetz, 1973) to examine the phenomenon of belonging in parent-school partnerships among a small group of parents of middle school children with autism. The experiences of the parents in this study suggest that parents of middle school students with autism seek a sense of belonging in their relationships with those they work with regarding their children's schooling. This study also suggests that a sense of belonging may be an essential element of effective parent-school partnerships.