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From The Co-Editors..., Todd Pagano 2018 Rochester Institute of Technology

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition In Multicultural Classrooms, Pamela Hartman, Corinne Renguette, Mary Theresa Seig 2018 Ball State University

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition In Multicultural Classrooms, Pamela Hartman, Corinne Renguette, Mary Theresa Seig

Interdisciplinary Journal of Problem-Based Learning

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas.

Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms ...


Pre-Service Efl Teachers’ Experiences In Teaching Practicum In Rural Schools In Indonesia, Heri Mudra 2018 State Islamic Institute of Kerinci, Indonesia

Pre-Service Efl Teachers’ Experiences In Teaching Practicum In Rural Schools In Indonesia, Heri Mudra

The Qualitative Report

A teaching practicum is officially offered to pre-service English as Foreign Language (EFL) teachers, randomly selected for either urban or rural schools. The study aims to describe and disseminate the obstacles experienced by those teaching English in rural schools during their Teaching Practicum Program (TTP). Seventeen pre-service teachers participated in the qualitative study. Interviews and observations were the main methods of data collection. The results reveal that the obstacles faced by the pre-service EFL teachers were around classroom management, learning materials or resources, teaching aids or media, teaching methods, learners' English skills, choice of language use, slow internet connectivity, learners ...


Doing Their Best: How Teachers In Urban Social Studies Classrooms Integrate Culturally Relevant Pedagogy With Historical Literacy Instruction, Maria Akinyele 2018 The Graduate Center, City University of New York

Doing Their Best: How Teachers In Urban Social Studies Classrooms Integrate Culturally Relevant Pedagogy With Historical Literacy Instruction, Maria Akinyele

All Dissertations, Theses, and Capstone Projects

What occurs when teachers in urban social studies classrooms want to do their best by incorporating culturally relevant pedagogy into their historical literacy instruction? While culturally relevant pedagogy and historical literacy are complementary in theory and a few scholars have demonstrated how teachers have integrated the two approaches in practice, I questioned the ease or seamlessness of the integration within an urban context. This dissertation examined how three teachers in an urban high school managed the tensions and possibilities of teaching historical literacy and culturally relevant pedagogy in U.S. and global history classes. In this case study, I explored ...


Developing Civic Identity Amongst Middle School Students In Northern Chicago, Nicole Karwowski, Sania Zaffar, Rachel Phillips, Katelyn Sullivan, Holly Laws 2018 Loyola University Chicago

Developing Civic Identity Amongst Middle School Students In Northern Chicago, Nicole Karwowski, Sania Zaffar, Rachel Phillips, Katelyn Sullivan, Holly Laws

SPACE: Student Perspectives About Civic Engagement

Civic engagement programs allow students to develop confidence, passion, and a sense of responsibility toward their community. In a program like Summer Civics Academy at Loyola University Chicago, students are provided with a space for dialogue about the social problems they see in their community and given the resources to try and work towards a solution. Students provided with this type of engaged learning experience are thus encouraged to be a part of our democratic system in the future. Our focus on critical civic engagement attempted to build student skills in identity building, intercultural learning and collective social action. More ...


Copyright Information, 2018 Rochester Institute of Technology

Copyright Information

Journal of Science Education for Students with Disabilities

No abstract provided.


Call For Manuscripts!, 2018 Rochester Institute of Technology

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

No abstract provided.


Why I Believe People Need Painting By Numbers, Jason Makansi 2018 Pearl Street

Why I Believe People Need Painting By Numbers, Jason Makansi

Numeracy

Jason Makansi. Painting By Numbers: How to Sharpen Your BS Detector and Smoke Out the Experts (Tucson AZ: Layla Dog Press, 2016). 196 pp. ISBN 978-0998425900.

This piece briefly introduces my Painting By Numbers, which aims to take the core messages of the QL/QR community from academic and professional circles to the rest of the citizenry. I describe the book in the context of the critical need for the most basic numeracy tools to help consumers of news, information, and analysis—delivered through traditional and contemporary social media outlets—determine where a reported numerical result lies on the scale ...


A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson 2018 RMIT University

A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson

Australian Journal of Teacher Education

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p



The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas 2018 University of North Georgia

The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas

Georgia Educational Researcher

This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they ...


Revisiting A Classic: A Book Review Of Understanding Reading: A Psycholinguistic Analysis Of Reading And Learning, Chris Sclafani 2018 Hofstra University

Revisiting A Classic: A Book Review Of Understanding Reading: A Psycholinguistic Analysis Of Reading And Learning, Chris Sclafani

Networks: An Online Journal for Teacher Research

Often, the teaching profession spends a great deal of time looking towards the future, or considering what might be the next big trend that will help students. However, it is sometimes important to reflect back upon the texts and ideas that set the tone for the profession. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning by Frank Smith is a classic text that laid the foundation for teachers of literacy to move from an existence of teaching rules and exceptions to becoming an actively involved participant in the process of building and facilitating comprehension in students of all ages ...


Drawing On The Layers Of A Partnership To Prepare Middle Level Teachers, Margaret Rintamaa, Penny B. Howell 2017 University of Kentucky

Drawing On The Layers Of A Partnership To Prepare Middle Level Teachers, Margaret Rintamaa, Penny B. Howell

Middle Grades Review

The University of Midwest (UM) and the University of Metro Midwest (UMM) are located approximately 90 miles from each other in a central Midwestern state. They are the only two research-intensive institutions in the state, and both have middle level teacher education programs preparing candidates in school-embedded clinical sites. Both teacher preparation programs are guided by the requirements from accrediting bodies, AMLE Teacher Preparation Standards, (AMLE, 2012) and the missions of our institutions. In this essay, we will describe our collaborative partnership and how two teacher educators from two institutions utilize school-embedded clinical sites to connect and prepare middle level ...


Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, Thomas D. Ellenwood Jr. 2017 University of Toledo

Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, Thomas D. Ellenwood Jr.

Learning to Teach

Historical empathy is a structural element of the study of history that needs to be taught in every secondary history classroom. It is important not only for the sake of accuracy in our studies, but also because helping students develop historical empathy has been proven to help improve their historical understanding and increase their interest in the study of history. Instructional strategies like reading and interpreting primary sources, role-playing, and engaging in writing that requires empathetic understanding have been found to be the most beneficial in fostering historical empathy in the classroom. It is also imperative to teach students how ...


A Progression Of Discourse In The Science Classroom, Jennifer Wiesen 2017 University of Toledo

A Progression Of Discourse In The Science Classroom, Jennifer Wiesen

Learning to Teach

The framework of the NGSS requires the development of skills central to the field of science. Scientific discourse is necessary for developing these skills, but the use of discourse is absent from many science classrooms. Possible reasons for this could be that teachers do not know how to incorporate methods into their classroom. This manuscript addresses methods that can be used to develop the discursive skills necessary for students to participate in activities central to science. Methods are described in a progression from introductory vocabulary use and explanation of ideas, discussion skills, and finally, the integration of skills to perform ...


Argumentation In The High School Science Classroom: Underutilized And Misunderstood, Jillian R. Richmond 2017 University of Toledo

Argumentation In The High School Science Classroom: Underutilized And Misunderstood, Jillian R. Richmond

Learning to Teach

Argumentation is a crucial part of discourse in the scientific field, but is rarely found in the science classroom. This raises the questions of why teachers are not using argumentation, as well as what benefits argumentation provides in the science classroom. Argumentation is not widely used in the science education field due to lack of teacher knowledge about integration techniques and teachers’ fear of unruly class discussions. However, research shows that students benefit in many ways from argumentation based learning by allowing students to work through real world problems to develop higher level thinking skills. This paper discusses the importance ...


Scientific Inquiry And The Impact On Classroom Environment, Heather K. Leckie 2017 The University of Toledo

Scientific Inquiry And The Impact On Classroom Environment, Heather K. Leckie

Learning to Teach

Scientific inquiry is an instructional strategy that requires students to engage in scientific problem solving by identifying a problem, designing an investigation, and supporting conclusions with evidence. The demand for the use of inquiry in the classroom is shown by the number of national and state standards that include inquiry as a requirement. Depending on the topic, inquiry in the classroom can range from structured to open. A classroom that engages in scientific inquiry creates an environment where students feel confident taking risks, collaborating, supporting conclusions with evidence and considering different positions. This article examines the foundations of scientific inquiry ...


Project-Based Learning As An Alternative To The Pedagogy Of Poverty In Low-Income Schools, Shannon N. Giesige 2017 University of Toledo

Project-Based Learning As An Alternative To The Pedagogy Of Poverty In Low-Income Schools, Shannon N. Giesige

Learning to Teach

The pedagogy of poverty is a phrase coined by Martin Haberman in 1991 to describe the didactic teacher-centered learning that takes place in most urban, low-income schools. This form of teaching is based on assumptions that teachers, administrators, and parents make about the students they are teaching and the students’ goals, aims and capabilities. This manuscript discusses why teachers turn to the pedagogy of poverty and how project-based learning offers a workable alternative in a low-income, urban environment. It examines how project-based learning can improve student self-efficacy and academic performance, as well as exploring what this method asks of teachers.


Making Scientific Inquiry Activities Accessible To Students With Autism, Alonna Ackerman 2017 University of Toledo

Making Scientific Inquiry Activities Accessible To Students With Autism, Alonna Ackerman

Learning to Teach

In light of the major trend within science education of focusing on inquiry-based activities, students with autism may face difficulties in the classroom due to barriers such as problems with communication, social situations, and desire for routine (Hedges et al., 2014). Though research regarding inquiry-based science education for students with autism is scarce, explicit instruction appears to be a promising option for elementary students (Knight et al., 2012). Additionally, Applied Behavior Analysis and Self-Regulated Strategy Development have proven useful in other content areas (Casey et al., 2014; Ryan et al., 2011; Szapacs, 2006). Extrapolating from this data, the author discusses ...


Using More Sophisticated Technology To Teach Mathematics, Maurice H. Young III 2017 University of Toledo

Using More Sophisticated Technology To Teach Mathematics, Maurice H. Young Iii

Learning to Teach

Over time, the debate about using technology in the classroom has evolved as much as the technology itself. Not only has the role of technology grown and shifted in the classroom, but also the level of technological sophistication has changed the way these tools are used. Employing these tools in the mathematics classroom allows students to no longer take a somewhat passive role, treating technology as either their master or servant. Rather, these tools allow the technology to become the students’ partner or an extension of themselves. In addition, students can now engage in the role of active learners by ...


Striving For A Conceptual Understanding Of Mathematics For All Students, Jessica Marie Kuohn 2017 University of Toledo

Striving For A Conceptual Understanding Of Mathematics For All Students, Jessica Marie Kuohn

Learning to Teach

The process of learning to learn mathematics starts with an educational approach of allowing the students to discover mathematical concepts. This discovery enforces conceptual understanding in mathematics and eliminates the need for rote memorization of procedures and formulas. For this teaching style to be successful, educators must be willing give students control of their own learning. By allowing students to process mathematical concepts individually, teachers help them make real-life connections and build their knowledge of mathematics collectively and across all grades levels.


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