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

2016 Ijbe Front Matter, Tamra Connor

International Journal for Business Education

1. Editorial Board
2. President's Letter
3. SIEC-ISBE International

Integrating Teaching Literature And Writing, John J. Hobe

National Youth Advocacy & Resilience Conference

Brief Description: Come and learn how we can better understand each other through reading and writing about literature. Participants will see demonstrated and participate in integrated literature and writing lessons for all age students. They will receive references and lessons for integrating literature and writing lessons. Participants will discuss teaching literature and writing in schools.

Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz

Journal of Science Education for Students with Disabilities

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use …

Front Matter And Forward, Frank Pignatelli, Susanna W. Flaum

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Explains the issue's focus on the advisory program at the Bank Street College Graduate School of Education.

The Role Of Sequence In The Experience Of Mathematical Beauty, Leslie Dietiker

Journal of Humanistic Mathematics

In this article, I analyze the aesthetic dimensions of a sequence of mathematical events found in an unusual first grade lesson in order to demonstrate how sequencing may affect an individual’s experience of mathematical beauty. By approaching aesthetic as a sense or felt quality of an experience in context (Sinclair, 2001, 2011), this analysis explains how sequence can affect the way mathematical objects or actions are experienced by an individual. Thus, rather than questioning whether or in what ways a set of mathematical objects are beautiful or not, this paper addresses under what conditions is the mathematics in play beautiful. …

Middle School Pedagogical Order: Lecture Or Lab?, Barry R. Thompson, Thomas E. Deering

Journal of Research Initiatives

A study was recently conducted in a suburban middle school regarding two teaching strategies. Ninety-three eighth grade students were administered a pretest regarding plate tectonics. Forty-one of the students conducted an inquiry lab; they participated in a class discussion regarding the material. Forty-two of the students first participated in a class discussion regarding plate tectonics; afterwards they completed the laboratory exercise. A posttest was administered at the conclusion of the unit. Ten students were not in attendance for both the pretest and the posttest. Statistical analysis of the 83 remaining students through the use of t-tests indicates no statistically significant …

Realizing The Dream: African American Males’ Narratives That Encouraged The Pursuit Of Doctoral Education, Ted N. Ingram

Journal of Research Initiatives

This article used personal narratives to discover factors affecting the decision of African American males to consider doctoral education. This study was based on qualitative interviews with 18 African American male doctoral students enrolled at predominantly white institutions as they reflected on their reasons for pursuing an advanced degree. The following were found to influence their decision: (a) need for faculty encouragement, (b) motivation to pursue a doctorate, and (c) their personal motivations. Recommendations are offered for increasing the numbers of African American male doctoral students.

Front Matter, Bank Street College Of Education

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Computers: Will Their Magic Survive Schooling?, Barbara Dubitsky

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Looks at computers as a tool in classroom learning.

Must Schools Hinder Education?, Lorraine Monroe

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

A brief essay which explores the differences between schooling and education.

Fostering An Inclusive Stem Workforce, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following keynote address was delivered by Dr. Cary A. Supalo at the 2015 Training Workforce and Development and diversity conference which is one of the divisions that is part of NIH’s general medical sciences. This conference was attended by over 500 program directors from all of the T32 sponsored projects in 2015. This presentation discussed the importance of a full inclusive STEM workforce that includes persons with disabilities

"Ok Can We Try Now?" One Student's Communications On A Classroom Computer Network, Shelly V. Goldman, Carol Reich, Alison Matthews

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

A case study describing one of fifteen students at The Lexington School for the Deaf who participated in a pilot program called the Literacy Network.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

How To Con Your Teacher, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.

The "Concept Teaching" Game: A Rationale, Hal Melnick

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.

The Value Of Re-Reading...Again And Again, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the importance of allowing children to re-read their favorite books.

The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.

The Master Teacher: A Personal Reflection, Carol Hillman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Effective Professional Development For Teachers : Read-Alouds In The Middle Level, Kelly Ann Behmer

Graduate Research Papers

Teacher read alouds are common practice in the elementary level, but they are rarely seen in the middle level. This paper addresses the importance of read alouds, with evidence from the literature, followed by the development of an effective professional development process for working with teachers at the middle level in developing instruction that includes read alouds. The goal of this professional development plan is to teach teachers of all subject areas in the middle level school how to conduct read alouds so they will know how to incorporate them into their specific subject area to enhance their students' learning.

Journaling The Art Of Teaching: Multimodal Responding For Narrative Inquiry, Cynthia M. Morawski, Jennifer Rottmann, Elizabeth Afrakomah, Emili Balatti, Meg Christens, Laura Kellar

Australian Journal of Teacher Education

Research underscores the integral role that teachers’ recurring narratives play in their everyday teaching agendas. Like the students in their classrooms, teachers comprise a diverse group of individuals representing a myriad of ways to learn and teach, stemming from such factors as pedagogical approaches, prior life experiences, and familial relationships. Applying multimodal learning to response journaling expands teacher candidates’ opportunities to address the role that narratives play in developing their daily repertoires of practice in language arts. Hence, further investigation is needed to expand the range of practices available for fostering teacher narrative inquiry. Methodologically supported by action research in …

Secondary-School Department Chairpersons’ Perceptions Of Pedagogical Content Knowledge, Jonathan K. Greene

UNF Graduate Theses and Dissertations

The concept of pedagogical content knowledge (PCK) provides a framework for understanding the professional demands of secondary-school teachers in facilitating student learning. Teachers develop their PCK both formally in preservice and inservice education and informally with their colleagues. Teacher leaders, such as the secondary-school department chairs, can work with colleagues to promote professional growth. The purpose of this study was to understand how secondary-school department chairs understood PCK and perceived their role in promoting the PCK growth of their department colleagues. A qualitative research design using in-depth, semi-structured interviews involved 15 participants from one school district in the southeast of …

The Inclusion Of False, Falsified, And Falsifiable Data That Favor An Evolutionary Worldview In The High School Science Curriculum Of Public And Private Schools In The Philippines, Jerry F. Smith

Christian Perspectives in Education

This paper examines a curricular issue in general within public and private high schools in the Philippines. This paper presents six known and documented errant points found in textbooks that promote an evolutionary worldview and are commonly found in local high school biology textbooks. The proposed solutions present several questions designed to facilitate formation of the readers’ own views regarding this phenomenon.

Comparison Of Beginning Teachers' And Experienced Teachers' Readiness To Integratetechnology As Measured By Tpack Scores, Heather S. Fontanilla

Dissertations

Despite a growing awareness of the importance of technology in education, increased investment and attention to preparing teachers to integrate technology into the classroom, research shows that technology continues to fail to live up to its potential for transforming education. As schools move from standards based testing to implementation of the Common Core State Standards (CCSS), an expectation exists that teachers will be using technology to transform their teaching practices. There is also an expectation that schools are providing students with 21st century skills, including the use of technology. In exploring the reasons teachers are not using technology effectively, much …

Improving The Accuracy Of Middle School Students' Self-Assessment, Peer Assessment, And Mathematics Achievement., Elizabeth Popelka

Electronic Theses and Dissertations

Despite the documented advantages of formative assessment (FA) strategies in elevating student achievement, much of the relevant research is dated and undermined by questionable design and inattention to K-12 settings. In order to fill these voids, this quantitative study tested the effect of a self- and peer-assessment-training instructional sequence, developed with recommendations from past research and employing explicitly described assessment measures and criteria, on middle school students’ assessment accuracy and subsequent mathematics achievement. The researcher hypothesized a correlation between measurable growth in assessment accuracy and gains in achievement, as well as a reciprocal effect of self- and peer-assessment ability. The …

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

Examining Inclusive Programming In A Middle School Library: A Case Study Of Adolescents Who Are Differently- And Typically-Able, Clayton A. Copeland, Karen W. Gavigan Dr.

Faculty Publications

Numerous national and international studies have shown the importance of school libraries and librarians in students’ educations, including literacy skill development and academic achievement. However, published research investigating school library accessibility and services from the perspectives of students who are differently-able are extremely limited, as are studies of inclusive library programming, or programming serving both typically-able and differently-able students. This case study examines inclusive library programming with adolescents in a middle school library. Findings indicate that the impact of inclusive school library programming was meaningful and often extended beyond the library’s walls. Inclusive library programming resulted in skill development among …

Integrating Writing In The Middle-Level Mathematics Classroom: An Action Research Study, Alyssa Beavers, Brandon L. Fox, Jamaal Young, Elizabeth M. Bellows, Leah Kahn

MLET: The Journal of Middle Level Education in Texas

Discourse in mathematics refers to the written and oral communication that occurs in the mathematics classroom. Yet, in many classrooms in the United States, writing is often taught remotely in the classroom of a language arts teacher. In this action research project, our focus was on improving students’ written expressions and explanations in the middle-level mathematics classroom. The purpose of this action research was to examine and evaluate the effect writing has on students’ mathematical thinking processes and skills. Over the course of eight weeks, students were presented with various writing assignments in mathematics. Students were given approximately 20 minutes …