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

Inquiry: Susan B. Anthony And Frederick Douglass, Janie Hubbard

The Councilor: A National Journal of the Social Studies

This article describes an inquiry lesson, recommended for grades 4-6, which explores Susan B. Anthony and Frederick Douglass’ 45 year relationship as allies, fighting for equal rights for African Americans and women during the 1800's. The lesson uses the National Council for the Social Studies (NCSS) Notable Trade Book for Young People award winner, Friends for Freedom: The Story of Susan B. Anthony & Frederick Douglass. Highlighted in the story line are the abolitionist movement, U.S. Civil War, Emancipation Proclamation, Susan’s famous 1872 arrest for voting, and the 13^th, 15^th, and 19^th Amendments to the …

2018 Pulaski County Education Report Card, Sarah C. Mckenzie

Education Report Card

Our goal is to help parents, school personnel, community members, and policy makers understand how effectively the students in their community are being served.

Pulaski students are demonstrating similar growth in achievement on the ACT Aspire as students in the state overall, but in achievement, graduation rates, and School Quality and Student Success, Pulaski County schools are performing below the state average.

White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas

Journal of Multicultural Affairs

Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …

Factors Influencing Disciplinary Committee Effectiveness: The Case Of Public Secondary Schools In Ondo State, Nigeria, Akindele Matthew Ige

Journal of Research Initiatives

This study investigated the factors influencing the effectiveness of the Disciplinary Committee in schools, using Public Secondary Schools in Ondo State, Nigeria. Descriptive-survey design was adopted. The 304 Public Secondary Schools in the state were the main population while Principals and Vice-Principals of the schools were targets. Multistage, stratified, and simple-random sampling techniques were adopted to select 40 secondary schools for the study. Three questions and three hypotheses guided this study. A questionnaire, validated, and tested for reliability(r-0.85), and structured on 4-point Likert Scale, was used to collect data, which were analyzed using frequency distribution table, mean, and SPSS package. …

Promoting Inclusion In A "Struggling School": Supporting Co-Teachers Through Critical Appreciative-Inquiry Based Professional Development, Louis Olander

Dissertations, Theses, and Capstone Projects

This dissertation explores the extent to which the beliefs and practices of teachers who work in a “struggling” school can be shifted towards inclusiveness through an action research based professional development program. The school was struggling in that it was charged with the education of children who are marginalized by a range of social forces while simultaneously accountable to institutional priorities. Broadly speaking, these institutional priorities preferred behaviorist punishment and technocratic approaches to meeting student needs, devaluing and decontextualizing students’ proficiencies as test scores and special education labels, in turn impeding inclusive change. Over the course of four months, an …

The Principal’S Role In Expanding Multicultural Understandings In Predominantly White, Rural, Middle School Grades, Jacquelynne Chase

Educational Studies Dissertations

The purpose of this study was to explore the principal’s role in expanding multicultural understandings in predominantly White, rural, middle school grades. A review of the literature provided information on three areas: (a) benefits of expanding multicultural understandings, (b) implementing multicultural understandings, and (c) school leaders’ role. The literature did not include information to address a prevalent problem in Massachusetts: Principals of rural, predominantly White schools with middle grades typically do not consider expanding multicultural understandings a priority. This explanatory sequential mixed methods study used a closed-response survey and in-depth interviews with principals across Massachusetts. The survey was sent to …

The Importance Of Teacher Self-Efficacy In The Implementation Of A Middle And High School Science Writing Initiative, Michelle P. Whitacre

Teaching/Writing: The Journal of Writing Teacher Education

This study focuses on the experiences of two science teachers who worked to implement a writing-focused, science literacy project in their classrooms. More specifically, I uncover the ways these teachers’ experiences differed and how these differences influenced their implementation. Findings confirm the importance of content teachers’ sense of self-efficacy as writers and writing teachers. In order to foster writing initiatives at the middle and secondary levels, we must honor and nurture content teachers’ sense of self-efficacy and give them multiple opportunities to develop mastery experiences.

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers

Journal of Science Education for Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements …

Assessment Of Climate Science Knowledge And Perceptions Of Deaf And Hard-Of-Hearing Students, Annemarie Ross, Kyle Edenzon, Susan Smith Pagano, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Curricula related to sustainability and climate science are being integrated into academic science courses and programs. We set out to assess the knowledge of some of these environmental concepts among a group of Deaf/Hard-of-Hearing (D/d/HH) postsecondary students. A survey that attempted to gauge student understanding and perceptions of climate science was developed, administered to D/d/HH and hearing college students, and analyzed. Preliminary results showed that there could be some gaps in related knowledge among the D/d/HH group. Rasch analysis was then used to assess the quality of the survey for the intended outcomes and improved iterations of the survey were …

Wcag 2.1 Meets Stem: Application, Interpretation, And Opportunities For Further Standard Development, Jason White

Journal of Science Education for Students with Disabilities

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.

Students With Visual Impairments' Access And Participation In The Science Curriculum: Views Of Teachers Of Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to …

Teachers’ Job Satisfaction: Content Area In Relation To Middle School Teachers’ Job Satisfaction, Ashley Potter

OTS Master's Level Projects & Papers

Retaining high quality teachers to counteract the teacher shortage happening across the nation has been a focus of the education system. Middle school educators require a certain skill set and knowledge to be effective at this vital time in their student’s lives. These specific set of educators have not been exempt from the shortage statistic. A teachers’ overall job satisfaction plays a major role in their decision making on a daily basis and their longevity in the profession. Although there are studies on teachers’ job satisfaction, there is minimal research available on how the content area a middle school teacher …

Middle School Teachers’ Perceptions Of The Integration Of Technology Into Pedagogy, Joe George Gerez

All Theses And Dissertations

The aim of this qualitative exploratory case study was to examine middle school teachers’ perceptions of the integration of technology into pedagogy. Data collection occurred from analyzing middle school teacher’s experiences, observations, and motivation following a technological implementation initiative into pedagogy. The evaluation of the study data included the analysis of surveys and interpretation of in-depth interviews of teachers. A pedagogical focus on teacher integration of technology supported by the self-determination theory as the research study’s theoretical framework examining human motivation was appropriated to the case study. As educational leaders face significant challenges in understanding the impact of teachers’ perceptions …

Exploring The Link Between Students’ Usage Of Aleks And Their Performance On State Benchmark Assessments In Mathematics, Verna Marie Richard

LSU Doctoral Dissertations

The purpose of this mixed methods study was to investigate relationships between students’ ALEKS usage, teachers’ implementation of ALEKS, and student performance on the 2017 – 2018 LEAP 2025 mathematics assessment. The quantitative portion of the study involved district-level analyses and teacher-level analyses that explored relationships between students’ ALEKS usage and LEAP performance. The qualitative portion of the study took into consideration previous research findings that have reported associations between program implementation and student achievement. This portion of the study included thematic analyses that examined the following relationships: ALEKS implementation in relation to teacher groups (i.e., RtI 8, Math 8, …

Using Primary Sources In Content Areas To Increase Disciplinary Literacy Instruction, Salika A. Lawrence, Elise Langan, Julie Maurer

The Language and Literacy Spectrum

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers’ content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.

Transforming Professional Development For Today's Educational Environment, Amy L. Geurkink-Coats, Richard A. Regina

Dissertations

Professional development is vital to education. It provides an opportunity for continued growth and learning for educators throughout their career. While teachers earn credentials and certification through a university, professional development is intended to hone skills and help teachers evolve in an ever-changing landscape. The changing landscape may involve technology, generational needs, or broader societal interests. This research is an analysis of the implementation of transformational professional development in one large suburban Midwestern school district and one large Midwestern high school in another district. It analyzes data regarding professional development and examines literature that studies teacher participation, attitudes, and transfer …

The Effect Of Coaching On Teachers’ Instructional Technology Use In A 1:1 Environment, Michael L. Mitchell

Seton Hall University Dissertations and Theses (ETDs)

Current research has reported the benefits of integrating technology into the learning experience for students to promote greater engagement and collaboration. Schools across the country have begun implementing one-to-one learning environments in which each student uses a mobile computing device. However, use of technology in the classroom has failed to produce the expected transformational benefits. In order for technology to be integrated effectively, current research suggests that teacher pedagogy must adjust to the one-to-one classroom approach, and requires professional development to facilitate growth in their instructional practices while integrating technology. Research shows that coaches working one-to-one with teachers can be …

Expanding World Views And Supporting Intercultural Competence: A Model For Understanding, Assessment And Growth For Teacher Educators, Shauna M. Adams, Rochonda L. Nenonene, Pamela Cross Young, Novea A. Mcintosh

Teacher Education Faculty Publications

Intentional efforts for teacher education candidates to expand their worldview throughout their program of study can lead to growth in their intercultural development as measured by the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998). This study examines the impact of utilizing the Inter-Cultural Action Plan (ICAP), a results-guided self-designed action plan, on the developmental orientation (Bennett, 2011) of the candidate’s intercultural development as measured by the IDI. Significant impact on a candidate’s developmental orientation is identified when candidates take ownership of their experiences in the form of an action plan that includes coursework and out of class opportunities.

Co-Teaching As A Vehicle To Inclusion In A Diverse Suburban Middle School: A Case Study, Luis Correa

Dissertations

Many school districts across the United States have adopted, or are considering adopting, full inclusion to meet academic and social-emotional needs of increasingly diverse student populations. Co-teaching has become a popular approach for districts committed to inclusion. This study is about a Midwestern school district which more than 10 years ago committed itself to inclusion and co-teaching. The primary research question was: How do we make co-teaching more effective in the Fairview School District? A survey was sent to 120 co-teachers from three middle schools about their experiences with co-teaching in the areas of sharing responsibilities, co-teaching relationships, planning time, …

Teacher Professional Development And The Seven 21st Century Survival Skills: A Program Evaluation, Nykowanna Sloan

Dissertations

This evaluation examined the extent to which one 6-12 school in an urban school district used professional development to support teachers’ inclusion of 21st century survival skills (Wagner et al., 2008) in classroom instruction. Through collecting quantitative and qualitative data from stakeholders using surveys and interviews, this study revealed how effectively teachers are or are not being instructed to teach the post-graduate survival skills necessary for student success. This study included commentary on the needed changes in leadership determined by the evaluation of the program. Outcomes of this study outline an essential new program and a change in policy that …

Factors Influencing Teachers To Remain At Charter Schools, Tyneasha Banks

Dissertations

The purpose of this study was to investigate factors that contribute to teacher longevity in charter schools located in central and northwest Indiana. Phenomenological methodology was used to collect data regarding charter school teachers’ perceptions by conducting in-depth interviews. Charter school teachers who had remained with the same charter school for 2 or more years were asked to provide information about factors that influenced them to remain. Fourteen teachers were interviewed. Results showed that charter school teachers in this study were motivated to remain with a charter school for 2 or more years because of the following factors: (a) building …

Developing An After-School Program To Increase Stem Interest, Awareness And Knowledge Of Minority Females In A Title I Middle School, Steven R. Terrell Ph.D., Deirdre Krause Ph.D., Bruce G. Campbell Ed.D.

FDLA Journal

Educators, politicians and industry professionals note that the number of opportunities for workers in the science, technology, engineering and math (STEM) fields grow exponentially over time. Accordingly, emphasis is placed on our schools to produce graduates capable of filling these positions. While these efforts are promising, there is a notable absence of females and minorities in the STEM professions. In an attempt to understand the reasons for this disparity, many educators believe a lack of interest in the STEM field begins at an early age, and disenfranchised students are not afforded the opportunities given to students in more affluent areas …

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 …

Supporting Continued Academic Success, Resilience, And Agency Of Boys In Urban Catholic Alternative Middle Schools, L. Mickey Fenzel, Kathy D. Richardson

Journal of Catholic Education

The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of …

Fragile Strength: Math Self-Efficacy Of High Achieving Girls, Tristan Tang

Education | Master's Theses

Math gender gap research shows girls’ math self-efficacy to be correlated with their interest in pursuing higher levels of math education and STEM career opportunities. Most math gender gap studies have used only quantitative approaches, thereby missing the opportunity to gain deeper perspectives directly from girls who are steadfastly facing the math gender gap. This study centered around two small focus groups of girls attending a unique secondary school where every afternoon is fully dedicated to deep engagement with higher-level mathematics. Additionally, parents of girls at the school were surveyed to provide further insight into possible sources of their daughter’s …

Peer Observation As A Job-Embedded Professional Development Tool, Daniel J. Breiman

Seton Hall University Dissertations and Theses (ETDs)

Teacher professional development is typically provided outside of the workplace, and is therefore disconnected to daily classroom practices. An alternative model of professional development is peer observation, which is contextualized through coaching and collaboration in the classroom. To date, research and investigation into the practice of peer observation is lacking. To fill that gap, this study examined the influence of peer observation on teacher practice, while identifying factors that were most beneficial and challenging about peer observation and its influence on workplace collegiality.

This study used qualitative methods and action research that allowed teachers to be part of the research …

Exploring The Moderating Effect Of Teacher Practice On The Relationship Between Prior Student Academic Performance And Current Student Academic Performance In A New Jersey Public School District, Marc Biunno

Seton Hall University Dissertations and Theses (ETDs)

When New Jersey passed the TEACHNJ legislation in August of 2012, it brought about the ACHIEVE NJ educator evaluation and support system. New Jersey would shift from a two-tier evaluation system (satisfactory and unsatisfactory) based solely on administrator observations to a four-tier system (ineffective, partially effective, effective, highly effective) based not only on administrator observations but also locally set Student Growth Objectives and, in the areas of ELA and Math in tested grades, Median Student Growth Percentiles (MSGPs). Median Student Growth Percentiles are the amount of student “growth” on the PARCC ELA and Math assessments, which the State attributes to …

Formative And Summative Test Process: The Students' Perspectives, Bailey Goodenough

Masters of Education in Teaching and Learning

Students are assessed using a variety of formative and summative assessments. One West Texas School chose to implement an assessment process using both forms of assessment. The Formative and Summative Test process is a three-day process allowing teachers to collect data, reteach content, and help students meet mastery. The purpose of the study was to understand the students’ perceptions of the testing process, as well to determine if test grades were improving and how the process came to be. The author collected data by distributing surveys, conducting six student interviews and one administrator interview, and observing student conversations. After analyzing …

Implementation Of Standards-Based Grading At The Middle School Level, Amy Louise Manley

Theses and Dissertations from 2019

The grading practices in education are steeped in tradition. Although the inaccuracies of grading have been written about for over 100 years, schools have been slow to tackle grading reform. This research study is based on a case study which investigated the implementation of standards-based grading from traditional grading in one middle school. This case study was developed to answer one research question: How was standards-based grading implemented in the middle school? The research obtained in this case study will be used with the researcher’s own school community as they transition to standards-based grading. The case study involved semi-structured interviews …

Public School Teacher's Experience Of Technostress In A Mandatory Technology Adoption Policy Environment, Brandon Liu

Masters Theses, 2010-2019

With new technology restructuring instructional practices, many school systems are working towards adoption and integration to meet learning standards and demands (Çoklar, Efilti, Şahin, & Akçay, 2016; Al-Fudail & Mellar, 2008; Hixon & Buckenmeyer, 2009; McCannon & Crews, 2000; Nepo 2017; Straub, 2009; Sang, Valcke, van Braak & Tondeur, 2010; Wood, Mirza, & Shaw, 2018). However, few studies have been conducted within educational environments on technology-related stress and well-being when technology adoption is mandatory. Building off of Jena’s (2015) prior technostress study, this study aims to contribute to and better understand technostress within a Mandatory Adoption Policy Environment (MAPE). This …