Previous research shows that food/beverage promotions are prevalent in traditional channels, such as television, and that children's exposure to these promotions may be associated with dietary- and weight-related outcomes. However, little research has been conducted on in-school food/beverage promotions, despite evidence that promotions are present in schools and that similar associations between students' exposure to promotions and weight-related outcomes may exist. In an attempt to better understand in-school food/beverage promotions, the current study was undertaken. Specifically, the reliability of a new electronic tool to document direct observations of in-school food/beverage promotions was examined. Direct observation data, using the new tool, were collected in 30 middle schools in central Texas, and a new coding system was developed to categorize and quantify these data. Analyses were run to examine percent agreement between records for intra- and inter-rater reliability. Analyses were also run to assess percent agreement between coded records in order to examine inter-rater reliability for the new coding system. Descriptive analyses on direct observation data were conducted in order to further examine the types and prevalence of food/beverage promotions. T-tests were run to examine variations in food/beverage promotions by school-level differences including economic disadvantage and percent minority. Overall, sufficient intra- and inter-rater reliability was established for the new electronic data collection tool. Sufficient inter-rater reliability was found for the new coding system. Direct observation data showed that food and beverage promotions are prevalent in central Texas middle schools, particularly those displaying nutrition education messages, commercial products, brand logos, and unhealthier food/beverage items. Additionally, a higher prevalence of food and beverage promotions, especially for less healthy products, and those displaying commercial brands and visible logos, were found to vary by school-level differences. Specifically, lower economically disadvantaged and lower percent minority schools had significantly higher levels of these types of promotions, as compared to higher economically disadvantaged and higher percent minority schools. Future studies should further examine prevalence of and school-level differences regarding in-school food/beverage promotions, and if these promotions are associated with dietary- and weight-related outcomes. Results may inform stricter policies regarding in-school food/beverage advertising aimed at youth. / text

<p>The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students&rsquo; reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the American Revolution War. Group 1 teacher implemented the intervention in a whole-class setting, plus collaborated with the researcher on implementation issues; Group 2 teacher implemented the intervention in a small pullout group, but did not collaborate with the researcher; and Control Group teacher did not implement the intervention. All student groups took a pre and post reading comprehension assessment, and Groups 1 and 2 students took a pre and post essay writing assessment. The reading comprehension scores showed no significant improvement for any group. The pre and post essay writing scores for Groups 1 and 2 showed significant improvement (<i>p</i> = .000), yet there was no significant difference between the two intervention groups (<i>p</i> =.66). The qualitative results indicate student achievement in the intervention groups may have been affected by five implementation factors: (1) implementation fidelity, (2) short duration, (3) size of group, (4) task complexity, and (5) aligned assessments. </p>

<p> Many culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America&rsquo;s education system. The purpose of this case study was to examine stakeholders&rsquo; perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers&rsquo; and the principal&rsquo;s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching implemented in the school, (b) to examine how parents perceived culturally responsive caring relationships with teachers and the principal, and (c) to examine the degree to which St. Andrew Academy demonstrated culturally responsiveness in staff meetings, professional development training, parent-teacher conferences, and school social events.</p><p> The results of this study revealed that middle school teachers and the school principal were unanimous in their lack of comprehension and practice of culturally responsive pedagogy. The teachers in their response indicated that they did not receive adequate professional development or training consistent with culturally responsive teaching. The principal in his response indicated that he was in fact a culturally responsive leader but argued that his staff did not understand culturally responsive pedagogical procedures. The survey results indicated that parents were unanimous in their perception that the teachers and the principal of St Andrew Academy provided a positive caring school environment. The results also suggested that the parents at St. Andrew Academy had a passive versus collaborative role in participating and making decisions about their children&rsquo;s education. The results of the study showed that staff at St. Andrew Academy lacked the ability to communicate verbally with most parents because of their inability to speak the Spanish language.</p><p> This study offered a number of recommendations. The results showed that St. Andrew Academy could make the following improvements: (a) challenging social inequalities by examining their own bias and prejudice (b) undergoing a process of learning about and embracing all the cultures represented in their school, (c) providing true academic diversity in their teaching strategies and school environment, (d) implementing well-designed culturally responsive professional development training and (e) taking the initiative to improve the practice of culturally responsive pedagogy through partnership with parents, the school staff and culturally responsive stakeholders. It is the administrator&rsquo;s responsibility to challenge all school staff to embrace culturally responsive pedagogy in order to enrich academic success for every student.</p>

<p> Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.</p>

<p> This exploratory study seeks to investigate how a mathematical education game, <i>DragonBox12</i>+, effects students&rsquo; learning about algebra. Data for this research was collected from middle school 7^th grade students in the Northeast region of the United States of America. The interviews and classroom observations were recorded on videotape. The research results showed that the video game <i>DragonBox 12</i>+ affects students&rsquo; attitude of mathematics and learning of mathematics by the help of using game mechanics to teaching algebraic rules. </p>

<p> This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers&rsquo; perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.</p>

<p> Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach&rsquo;s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.</p>

<p> This multiple case study utilized a qualitative approach to research student engagement at the middle school level. Specifically, this project contributes to the understanding of how students at a STEM (science, technology, engineering, and mathematics) magnet middle school and a traditional public middle school perceive student engagement in the classroom as classified into the categories of behavioral, emotional, cognitive, and agentic engagement (Lee &amp; Reeve, 2012; Reeve &amp; Tseng, 2011). Middle school students in this project participated in a classroom engagement unit of inquiry, produced photo-elicitation data depicting positive examples of classroom engagement, produced descriptions of those photos, and discussed engagement in photo-elicited focus group interviews that revealed their thoughts and beliefs about engagement in the classroom setting. Results revealed that middle school students at traditional and STEM sites have similar perceptions related to each of the categories of student engagement. However, two distinguishing characteristics were discovered from this research. First, students at the traditional middle school attributed student engagement as primarily an individual experience whereas students at the STEM middle school perceived student engagement as mainly collaborative for each category of engagement. Second, students at the traditional middle school identified a teacher-centered aspect to student engagement that was absent from the perceptions of students at the STEM school. Additional research on student engagement is warranted due to the changing landscape of middle school education.</p><p>

<p> <b>Purpose:</b> The purpose of this Delphi study was to identify what policies and procedures were most effective in reducing cyberbullying as perceived by a panel of middle school administrators.</p><p> <b>Methodology:</b> This Delphi study asked middle school administrators, through a series of three surveys, to determine the best policies and procedures to manage cyberbullying in a middle school setting. Through the survey process, the panel of experts delineated several policies and procedures that are implemented at various middle schools in the central valley of California. Policies and procedures were analyzed and scored by the experts using a five-point Likert scale. Results were reviewed by the panel as they determined the best policies and procedures to reduce the impact and amount of cyberbullying in the middle school arena. There has been extensive research regarding bullying in schools and there has been an increasing amount of research about cyberbullying as well. However, a review of literature has indicated a gap in research regarding effective policies and procedures implemented at the middle school aimed at limiting cyberbullying. By quantifying middle school administrators&rsquo; responses, through a Delphi study, information indicated which district generated and site generated policies and procedures best assist with the reduction in cyberbullying. The panel also had the opportunity to share their knowledge regarding the results that were generated. The aim of the study was to determine the most effective policies and procedures to limit the impact and to reduce the number of cyberbullying incidences in a middle school setting </p>

Gifted children possess incredible abilities and talents. In spite of this, some gifted learners academically underachieve and are at-risk for not completing high school. In the area of gifted student underachievement, research has not provided education stakeholders with concrete answers as to why these students underachieve or provided the best intervention strategies to help these students succeed. These shortcomings have not prevented researchers from further exploring gifted student underachievement, and the focus of current research is based on the lack of student motivation due to boredom in academic tasks which are not challenging or engaging. A reciprocal relationship could possibly exist between motivation and academic engagement. This relationship could ultimately influence academic achievement. A shift in pedagogical strategy from a teacher-centered environment to a student-centered environment may have to occur to facilitate student motivation and engagement. This shift can be made by integrating technology into the gifted student curriculum. The integration of technology has demonstrated to be a viable student centered teaching strategy, supporting gifted students' cognitive abilities. This research study investigated the effects of a Multi-User Virtual Environment (MUVE), River City, on the motivation and academic achievement of underachieving gifted seventh-grade science students. Research results revealed the students using the MUVE had significantly higher overall intrinsic motivation and science intrinsic motivation than the control group. Results also revealed the experimental group did not have significantly higher academic achievement than the control group. These findings impact the field of gifted education by providing an intervention strategy for the target population; contribute to the field's knowledge base by demonstrating that River City can be used to increase the science intrinsic motivation of the target population, and to conduct further studies. These results also contribute to professional practice by providing educators with a pedagogical strategy that increases science intrinsic motivation in underachieving gifted seventh graders. Implications for future research involve replicating the study for more than 10 weeks and investigating the use of subject specific MUVEs. Recommendations comprise transitioning toward a student-centered environment, using alternative forms of assessment, and the school district providing more professional development in the use of MUVEs.