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Social-Emotional Learning In Middle School: A Mixed-Methods Evaluation Of The Strong Kids Program, Erin Larsen Neth
Social-Emotional Learning In Middle School: A Mixed-Methods Evaluation Of The Strong Kids Program, Erin Larsen Neth
Theses and Dissertations
Strong Kids is a social-emotional curriculum designed to reduce students' externalizing and internalizing symptoms. Strong Kids has shown promise in elementary school, but this was the first study to evaluate the newly updated version of the intervention in a middle school setting. The curriculum was implemented by two general education teachers with students at-risk for emotional and behavioral disorders. A mixed method design was used to evaluate outcomes with eight middle school students. Overall findings suggest that Strong Kids was effective at improving students' social emotional knowledge and internalizing symptoms; however, there were no significant changes in students' externalizing symptoms. …
The Effects Of Class-Wide Function-Related Intervention Teams In Two Middle School Art Classrooms, Kimberly Davis Monson
The Effects Of Class-Wide Function-Related Intervention Teams In Two Middle School Art Classrooms, Kimberly Davis Monson
Theses and Dissertations
Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This was initial investigation examining the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task …
Using An Argument Driven Inquiry Model To Develop Scientific Proficiency In The Middle School Classroom, Lorelei Ross
Using An Argument Driven Inquiry Model To Develop Scientific Proficiency In The Middle School Classroom, Lorelei Ross
Theses and Dissertations
The purpose of this study was to examine the impact of argument driven inquiry (ADI) on the development of evidence-based arguments for eight eighth-grade students. This study took place in the third quarter of the 2018-2019 school year. The setting was a public middle school in a suburban county in the Southeast. Through the use of an action research design, qualitative and quantitative data was collected over a six-week period using various instruments. Instruments included a content pretest and post-test, generating an evidence-based argument pre-test and post-test, pre- and post-formal interviews, pre and post science questionnaire Likert attitudinal scale, collection …
Middle School Teachers’ Perceptions Of Project Based Learning As It Impacts First Year Implementation, Stacey Cunningham Whitaker
Middle School Teachers’ Perceptions Of Project Based Learning As It Impacts First Year Implementation, Stacey Cunningham Whitaker
Theses and Dissertations
Current education expectations require teachers to meet federal and state standards as well as develop 21st century skills like collaboration, critical thinking and problem solving. Preparing students for state testing while also preparing them to be successful in a global society can present an instructional dilemma. Project-based learning has been identified as a possible solution to this problem. Although researchers agree that integrating 21st century skills in daily instruction is necessary, many teachers and administrators have shied away from implementing a project-based learning curriculum (Hmelo-Silver, Duncan, & Chinn, 2007). The identified problem of practice for this present action research study …
The Impact Of A Thematic Unit And Integration On Students’ Achievement In Social Studies, Holness Samuels
The Impact Of A Thematic Unit And Integration On Students’ Achievement In Social Studies, Holness Samuels
Theses and Dissertations
This action research study focused on a problem of practice observed in a Title 1 middle school in rural South Carolina, where seventh-grade students show low academic achievement levels in social studies, evidenced by low scores on teacher-made tests, district benchmarks, and the state standardized test. To address this problem of practice, research questions were formulated: What is the impact of implementing a thematic unit on World War One, an integrated approach, on students' motivation to learn social studies? What impact will the implementation of a thematic unit on World War One have on students’ perception of social studies? and, …