Education Commons^™

Middle School Reading: From Reluctant To Strategic Reader, Amy S. Groetsema

Master of Education Program Theses

Research shows that student attitudes towards school reading declines dramatically as students reach upper elementary grades (Mckenna, 1995), yet as these students reach middle school and high school they will be faced with increasing demands to be critical readers. Reluctant middle school readers must have reading experiences that are successful in order to change their attitudes towards reading. Reading teachers must equip their middle level students to be strategic readers in order to be prepared for the critical reading and thinking demands of middle school and high school. This means that reading instruction must be organized in a way that …

A Case Study Of Reading Education For Middle School Students With Learning Disabilities, John Arthur Sargent

Doctoral Dissertations

The purpose of this study was to investigate The Achieve Reading Curriculum, a reading curriculum based on whole language principles designed for middle school students with learning disabilities. A qualitative intrinsic case study was conducted using four sixth grade middle school students with learning disabilities as participants. Ethnographic methodology was used to focus on the multifaceted structure of classroom life and to acquire a thorough understanding of the connections between participants and teacher. A teacher as researcher approach facilitated insights on a daily basis due to the interaction between participants and teacher.

Data collection procedures included observations/field notes, teacher journal, …

Insights Into Meeting Standards From Listening To The Voices Of Urban Students, Mark Storz, Karen Nestor

Mark G. Storz

Part of a special section on the use of standards in middle schools. Students' perspectives on learning were considered when a newly configured K–8 school in a large urban district implemented standards-based reform. Interviews with middle school students in the district indicated that they wanted school experiences that were challenging, integrative, and exploratory and that they were eager to partner with their teachers to achieve high standards of performance that allowed them to develop fully as individuals. A challenging, integrative, and exploratory curriculum is the only way to achieve high academic standards and should be the standard for developmentally responsive …

The Willow Tree Teen Institute: An Evaluative Study Of A Resiliency-Based Substance Abuse Prevention Program For Middle School Students, Susan Hunter-Mazzella

Seton Hall University Dissertations and Theses (ETDs)

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Students' Advice To Prospective Middle School Teachers: Learning From The Experiences Of Future Students, Mark Storz

Mark G. Storz

No abstract provided.