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Articles 1 - 13 of 13
Full-Text Articles in Education
Fostering Student Agency To Build A Whole Child, Whole School, Whole Community Approach, Holly Henderson Pinter, Lisa Bloom, Amie Broyhill, Kim K. Winter
Fostering Student Agency To Build A Whole Child, Whole School, Whole Community Approach, Holly Henderson Pinter, Lisa Bloom, Amie Broyhill, Kim K. Winter
Middle Grades Review
In this practitioner perspective, we explore the concept of student agency through the implementation of a student government association in a laboratory middle school. Interviews with a social studies teacher and her students offer perspectives of the impact of student voice and choice for student experiences. We describe three major lessons learned through this implementation process: students learn to have healthy conflict and cooperative skills; students learn the appropriate processes to enact change in a democratic society; and students learn to conduct service for their peers, school, and community.
Montessori Middle School: The Erdkinder, Luz M. Casquejo Johnston
Montessori Middle School: The Erdkinder, Luz M. Casquejo Johnston
Middle Grades Review
Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three to six-year-old children, many people aren’t aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages twelve to fifteen, is described in this essay.
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Journal of Pre-College Engineering Education Research (J-PEER)
The goal of this study was to examine how the use of a new instructional model is related to changes in middle school students’ engineering identity. The intent of this instructional model, which is called argument-driven engineering (ADE), is to give students opportunities to design and critique solutions to meaningful problems using the core ideas and practices of science and engineering. The model also reflects current recommendations found in the literature for supporting the development or maintenance of engineering identity. This study took place in the context of an eighth-grade science classroom in order to explore how middle school students’ …
Evaluation Of An Afterschool Mentorship Program For Self-Efficacy, Atia D. Mark, Steve Wells
Evaluation Of An Afterschool Mentorship Program For Self-Efficacy, Atia D. Mark, Steve Wells
Journal of Educational Research and Practice
Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation …
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
FDLA Journal
Stimulating girls’ interest in science, technology, engineering and mathematics (STEM) when they are in school, and sustaining that interest, is critical in motivating girls to choose STEM-related disciplines in higher education and enter STEM careers. Research indicates that girls show an interest in STEM until about 11-12 years of age, but this starts to wane by the time they are 15-16 years. Thus, there is a clear need to focus on sustaining the interest of girls in STEM at middle or high school levels. Research has shown that one of the main drivers that impact girls’ interest in STEM is …
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Journal of Inquiry and Action in Education
A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Current Issues in Middle Level Education
This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course.
Collaboration In The Middle: Teachers In Interdisciplinary Planning, Gary Senn, Deborah Mcmurtrie, Bridget Coleman
Collaboration In The Middle: Teachers In Interdisciplinary Planning, Gary Senn, Deborah Mcmurtrie, Bridget Coleman
Current Issues in Middle Level Education
The authors promote collaboration through interdisciplinary planning.
Personalized Professional Development Plans, Nancy B. Ruppert
Personalized Professional Development Plans, Nancy B. Ruppert
Current Issues in Middle Level Education
Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Current Issues in Middle Level Education
The author describes practices to support middle grades teacher candidates' becoming culturally competent.
Keynote. Motivation: Theory Into Practice, David Vawter
Keynote. Motivation: Theory Into Practice, David Vawter
Current Issues in Middle Level Education
This paper is based on Dr. Vawter's keynote address at the Southeast Professors of Middle Level Education Symposium.
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Current Issues in Middle Level Education
The authors provide an overview of the Southeast Professors of Middle Level Education Symposium, which was held in Greenville, SC, May 17-18, 2018. This is the introduction to the proceedings from the Symposium.
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Australian Journal of Teacher Education
Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service …