Junior High, Intermediate, Middle School Education and Teaching Commons^™

The Masters Of Physics: Critical Thinking Through Skateboarding, William Robertson

Selected Works Temporary Series

This paper focuses on the use of live action and video instruction as a method of content dissemination and to motivate students in learning in science, technology, engineering and mathematics (STEM) education. Specifically, this area, dubbed “edutainment”, chronicles different interactions with students, teachers and community members that utilized live action to video as methods of capturing relevant content in student-centered contexts. The fundamental idea is to infuse one's passion into modern methods of teaching, and to inspire others to use their gifts in their education, and thereby connect them to their dreams and aspirations.

Mathematics Teacher Developers’ Views Of A Demonstration Class, Ginger Rhodes, Allyson Hallman-Thrasher, Kyle T. Schultz

Education Faculty Articles

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.

Ua12/2/41 Student National Education Association, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Student National Education Association.

Exploring Higher Order Thinking Strategies In Georgia's Top Performing Middle Schools, Karen Kister

Ed.D. Dissertations

Developmental psychologists defined adolescent cognitive development as a period of time when individuals learn to mentally separate from adults and establish a self‑sufficient identity capable of the autonomous thought necessary to apply higher-order thinking. In contrast, college professors of the millennial generation stated that students demonstrate increased immaturity levels inconsistent with those of prior generations. Hence, the focus of this study was to examine the higher-order thinking strategies that teachers of adolescents have implemented within the five top performing middle schools in the state of Georgia. The findings offered a potential coexistence of higher-order thinking abilities and autonomous behavior and …

Examining The Interaction Of Academic Optimism, Enabling School Structures, Middle Level Practices, And Academic Achievement, Vikki Wandmacher

Master's Theses and Doctoral Dissertations

This study focused on young adolescent development, middle grades education, and the underlying supporting structures that assist students in achieving academically. Results were examined through the lens of Bandura’s social cognitive theory, and a big picture view of the interplay of beliefs, behavior, and environmental influences emerged. The study examined three ideas: (a) the level of academic optimism (AO), enabled school structure (ESS), middle level strategy implementation, and academic achievement; (b) how the implementation of middle level strategies and School to Watch (STW) status affected the level of AO, and ESS; and (c) how the factors of AO, ESS, STW …

How Do Teacher Affective And Cognitive Self-Concepts Predict Their Willingness To Teach Challenging Students?, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai

Australian Journal of Teacher Education

Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive …

The Development And Implications Of Social Studies And History Curricula In Ghana, Razak Kwame Dwomoh

Masters Theses

Current research shows the social studies taught at lower grade levels in Ghana incorporates minimal historical content, and Ghana's history in the curricula may fade away without careful considerations. This study examined the development of the social studies subject within the curricula within Ghana, the quantity and quality of historical content prevalent in the middle and high-level schools' curricula. The study was an extrapolation of the U.S. curricula, and juxtaposed with Ghana. Qualitatively, data were collected through Face-Time interviews of participants. Participants comprised 41 social studies and history teachers and administrators at the middle and high schools in the Akuapem …

Middle And High School Teachers' Praise And Reprimand Delivery, Emma Riedesel

Masters Theses

The benefits of increasing teacher praise and decreasing teacher reprimand (for both students and teachers) is well-established in the literature. The purpose of this study was to expand the literature on teachers' natural use of praise and reprimand, specifically in terms of how teachers deliver praise and reprimand. Sixty-six middle (sixth through eighth grade) and high school (ninth through twelfth grade) teachers' delivery of praise and reprimand to individual (one student), small clusters (two to six students), and large groups (seven or more students) during a 20-minute observation were examined. Teachers delivered significantly more general praise to individual students, rather …

Social Anxiety And Fear Of Evaluation In Middle Schoolers, Leslie Hunt

Masters Theses

Social anxiety can have a significant effect on adults and adolescents alike, causing significant distress and impairment. Fear of negative evaluation has been found to be positively correlated to social anxiety in adults and adolescents. Thus, an individual who has social anxiety tends to worry that they will be judged negatively by others in social situations. More recently, fear of positive evaluation also has correlated positively to social anxiety in adults (Weeks, Heimberg, & Rodebaugh, 2008); thus, adults with social anxiety tend to also fear when they are given positive feedback, such as a compliment. This study examines the links …

The Impact Of Content Mastery On Sequential Standards, Michael Newman, Michael Newman

Murray State Theses and Dissertations

Mastery of P-12 academic standards is based on a learning process that is sequential and that can be broken into key components for varying students. Key ideas need to be learned before others can be mastered and it is important to know which key ideas are needed before others can be presented. The common problem for students in mathematics is that the content scaffolds and for the teacher, it can be a difficult decision of when to proceed and when not to. Yet, high stakes testing mandates a fast pace of instruction which leaves many students chronically behind. The purpose …

Transforming The Teacher Development Trajectory, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.

Money Matters, Bank Street College Of Education, Prepared To Teach, Bank Street College

All Faculty and Staff Papers and Presentations

This short document summarizes the research supporting a unified P-20 system and how teacher residencies can bring us closer to achieving that goal.

Prepared To Teach National Network, Bank Street College

All Faculty and Staff Papers and Presentations

A two page summary of the Prepared To Teach National Network of teacher residencies.

Professional Preparation, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Part of being a professional is completing quality preparation. But teachers don't necessarily receive rigorous, extended practice as other professions do—and notably, they don't get paid for their work when they do.

The Prepared To Teach Paradigm Shift, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Prepared To Teach exists to help districts, states, and teacher preparation programs find ways to develop sustainable streams of public funding to support high-quality teacher preparation.

Simplifying Improvement, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Initiatives, projects, and structural changes in service of school reform can become overwhelming and complicated. Teacher residencies are a streamlined way of untangling priorities for improvement and creating a unified strategy.

New York State Root Causes, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

When teachers quit, education fails. Teacher residencies can reduce turnover, diversify the teaching profession, and support student learning. New York State has an opportunity to transform teacher preparation.

The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.

Curriculum Integration: Twenty Questions- With Answers, Gert Nesin, John Lounsbury

Becoming: Journal of the Georgia Association for Middle Level Education

This is a digital edition of the book Curriculum Integration: Twenty Questions- With Answers, first published in 1999 by the Georgia Middle School Association.

ISBN-13: 978-0967508108
ISBN-10: 096750810X

We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen

Northwest Journal of Teacher Education

Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.