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Published: 31 March 2023

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1

Nwabueze, Christian, and Hilary Elom. "Injurious Suicide Attempts Among Middle and High Schhol Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/16.

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Injurious Suicide Attempts Among Middle and High School Students: Association with Sexual Dating Violence and Substance Use Christian Nwabueze, Hilary Elom Introduction: Suicide is one of the leading causes of death among the teenage population. Substance use and sexual dating violence is also common among this group. Aim: To determine the association between sexual dating violence, substance use and the risk of injurious suicide attempts. Methods: The data consists of a nationally representative sample of 15, 624 Middle and High School students in the 2015, Youth Behavioral Risk Surveillance System Survey. Majority of the respondents were aged 13 to 17 years. Results: There were 7757 (50.03%) females and 7749 (49.97%) males. There were 8666 (66.3%) and Blacks and Asians were 14.87% and 5.63% respectively. A total of 1072 (9.87%) had attempted injurious suicide in the past year (females=68.1%, males =31.91%). About 10% had experienced sexual violence within the last year. The proportion attempted suicides who were illegal drugs users, current alcohol, tobacco and marijuana users were 9.14%, 8.87%, 9.08%, 9.36% respectively. Those who did not experience sexual dating violence had a higher odd (OR=1.81, CI = 1.497 – 2.188, P = <0.0001) of injurious suicide than those who did not date at all. Abstinence from smoking, alcohol, marijuana and illegal drug use (OR = 0.396, CI = 0.341 – 0.459, p = <0.0001) in the past month was significantly associated with reduced risk for injurious suicide attempts. Conclusion: Abstinence from substance use reduces the risk for injurious suicide attempts among middle and high school students. Sexual dating violence seems to be a significant risk factor for injurious suicide attempts in this group. Key words: suicide, sexual violence, substance use, abstinence

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2

Lilly-Warner, Regina Madeline. "Opinions of parents, students, and other educational stakeholders in one urban setting toward middle level education /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027492.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).

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3

Gross, Lisa A. "Flat bottomsand tied hands : an exploration of a middle school's spatiotemporal order /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137704.

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Scully, William M. "The implementation of recommended practices and school climate in Missouri middle schools /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164541.

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5

Tran, Phuong Lien. "Promotion de la santé sexuelle et de la vaccination contre le papillomavirus en collège à La Réunion." Electronic Thesis or Diss., La Réunion, 2022. http://www.theses.fr/2022LARE0034.

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À La Réunion, le cancer du col de l'utérus est la troisième cause de cancer chez la femme. La prévention primaire repose sur la vaccination contre le papillomavirus (HPV). Une étude sur frottis et biopsies cervicales à La Réunion, montrait que les HPV les plus fréquents sur l’île étaient le HPV 16, 31, 51, 52, pour la plupart contenus dans le vaccin nonavalent contre le HPV (Gardasil 9). Ainsi 96,8% des lésions auraient pu être évitables par la vaccin. Cependant à La Réunion, le taux de couverture est faible (12,2%). Les principaux freins retrouvés auprès des mères d’adolescentes et de médecins généralistes, étaient le manque d’information et une méfiance envers les vaccins. L'objectif de l'étude était d'évaluer l'impact d'un programme de promotion de la santé sur la couverture vaccinale contre le HPV. Dans cette étude interventionnelle prospective et contrôlée de supériorité, un collège intervention où le programme de promotion a eu lieu, a été comparé à un collège témoin où aucune intervention spécifique n'était prévue, au cours de l’année scolaire 2020-2021, au Sud de La Réunion. Le programme combinait : information des élèves (cours magistraux, information personnalisée dans la cour de récréation, campagne de santé publique créée par les élèves), des parents, des médecins généralistes, vaccination gratuite à l'école (dans un " bus santé " garé dans la cour de l'école) avec le vaccin nonavalent contre le HPV. À la fin de l’année scolaire, la couverture vaccinale était significativement augmentée dans le collège où l’intervention a eu lieu. Le mode de communication le plus efficace pour augmenter l’acceptabilité de la vaccination parmi les élèves, était la méthode participative, où les élèves étaient acteurs dans la création d’une campagne de santé publique. Cependant le faible taux de participation aux campagnes vaccinales pouvait être expliqué par la crainte d'effets indésirables graves par manque d'informations et de connaissances, la méfiance, et le tabou lié à la sexualité et aux grossesses chez les mineures, privant les enfants d’un dialogue avec leurs parents sur le sujet. La mise en œuvre d'un programme de promotion de la santé et l'offre d'une vaccination gratuite en milieu scolaire ont permis d'augmenter la couverture vaccinale. Ces résultats sont prometteurs et peuvent constituer un tremplin pour étendre ce programme à l'ensemble de l'île de La Réunion et espérer un jour diminuer le poids du cancer du col de l'utérus
In Reunion Island, cervical cancer is the third leading cause of cancer in women. Primary prevention is based on vaccination against papillomavirus (HPV). A study on cervical smears and biopsies in Reunion showed that the most frequent HPV on the island were HPV 16, 31, 51, 52, mostly contained in the nonavalent HPV vaccine (Gardasil 9). Thus 96.8% of lesions could have been prevented by the vaccine. However, in Reunion Island, the coverage rate is low (12.2%). The main obstacles found among mothers of adolescents and general practitioners were lack of information and vaccine mistrust. The objective of the study was to evaluate the impact of a health promotion program on HPV vaccination coverage. In this prospective, controlled superiority interventional study, a promotion program took place in a middle school, which was compared to a control school where no specific intervention was planned, during 2020-2021 school year, in the south of Reunion Island. The program combined: information for students (lectures, personalized information in the school yard, public health campaign created by students), parents, general practitioners, free vaccination at school (in a "health bus" parked in the school yard) with the nonavalent HPV vaccine. At the end of school year, vaccination coverage was significantly increased in the school where the intervention took place. The most effective communication method to raise acceptability of vaccination among students was the participatory method, where students were actors in the creation of a public health campaign. However, the low participation rate in vaccination campaigns could be explained by the fear of serious adverse effects due to lack of information and knowledge, mistrust, and the taboo related to sexuality and pregnancy among adolescents, depriving children of a dialogue with their parents on the subject. Implementation of a health promotion program and free vaccination in schools increased vaccination coverage. These results are promising and are a stepping stone towards the extension of this program to the entire island of Reunion; and hopefully someday the burden of cervical cancer may be reduced

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6

Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

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7

Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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8

LeVee, Janet Whiting. "The wasting of dangerous minds : kids, schools, violence, and the community /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/6441.

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9

McDaniel, Tammie R. "The perceived preparedness levels of middle school teachers, assistant principals, and principals to respond to an act of violence on campus /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3073179.

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Hainey-Turcotte, Andrea J. "The factors that influence middle level teachers to incorporate community service-learning into the curriculum /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135920.

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11

Szombathova, Slavka. "Optimizing school choice conjoint analysis of parent preferences /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 161p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1428207.

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12

Crouch, Roderick H. W. "Middle school leadership : the role of the head of middle school /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19546.pdf.

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13

Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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14

Meyer, Rachelle D. Wilkerson Trena L. "Lesson study the effects on teachers and students in urban middle schools /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3007.

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15

Lofgran, Brandi Lue. "Science Self-Efficacy and School Transitions: Elementary School to Middle School and Middle School to High School." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3669.

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This study examined the science self-efficacy beliefs of students before and after transitions from elementary to middle school and middle school to high school. The purpose was to explore whether those beliefs changed with grade level, gender, and ethnicity. Data were collected through a modified Self-Efficacy Questionnaire for Children (Muris, 2001), which was adapted to focus on science self-efficacy. Multiple ordinary least squares regression was used to analyze the data. All grade levels showed a clear decline in science self-efficacy after sixth grade with females, Hispanic students, and ninth graders showing the greatest decline in science self-efficacy.

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16

Smith, Judith Ann. "Effective Middle School Teaching: Factors that Promote and Maintain It." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1371.

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The past thirty years has seen the middle school as an organization come of age and with it a renewed emphasis on meeting the needs of the early adolescent student. Although many current studies have addressed middle school issues, one of the most significant was the Carnegie Council on Adolescent Development's Turning Points: Preparing Youth/or the 21st Century (1989). It claimed that the middle school is the "last best chance" to turn young lives toward a meaningful future and, in order to do so, schools must be staffed with "expert" teachers. Once one knows what an "expert" teacher is, the major question that is raised is what factors promote and maintain such "experts?" Paying attention to these factors should increase the numbers of effective middle school teachers and therefore help meet the challenge issued by Turning Points. The purpose of this study was to learn what these factors are by listening to the "experts." Knowing these factors, their hierarchy of importance, and their potential for replication have serious implications for pre-teacher and staff training programs, hiring practices, and district policy making. The subjects were teachers from 17 middle schools in an urban school district which started its conversion to middle schools in the 1970s. The study was conducted in two phases using a questionnaire and an interview. The questionnaire was based on the literature and developed to determine the respondent's knowledge, practices, attitudes, and beliefs about middle school teaching. The 19 top scoring teachers who agreed to follow-up interviews formed the subsequent interview group. The semi-structured one-on-one interviews elicited opinions from these self-reported "experts" regarding what they perceived to be the most significant personal and organizational factors which enable them to be effective in their teaching. The results of the 307 valid questionnaires were reported by scale score, mean, and range, and their validity and reliability tested by Spearman-Brown, Coefficient Alpha, correlation matrix, and factor analysis. The content of the interview data was analyzed by a frequency count of reported factors. Major findings were that "expert" teachers identified the following factors as most critical to promoting and maintaining effective middle school teaching: 1. Being able to balance academic and affective concerns; 2. Having a genuine liking, commitment, and empathy for the early adolescent; 3. Ability to use a broad repertoire of teaching and learning strategies; 4. A concerned, listening principal who knows how to take action; 5. Team compatibility and commitment and adequate team planning time; 6. A strong belief in the advisory concept and the ability to build trust; 7. Participatory choice and teacher involvement in staff development; 8. A thorough knowledge of early adolescent needs and development. 9. Multiple exposure to and extensive experience with early adolescents during pre-teacher training.

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17

Barth, Janice Johnston. "The investigation of the relationship between middle school organizational health, school size, and school achievement in the areas of reading, mathematics, and language." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1875.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xi, 156 p. Vita. Includes abstract. Includes bibliographical references (p. 125-138).

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18

Hartin, Gail Bantle. "Implementation of the Middle School Concept: a Profile of Perceived Effects." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279214/.

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This study addressed the perceptions of teachers, parents, and students in a suburban middle school about the effects of implementation of the middle school concept on instruction, peer group interaction, teacher attitudes and practices, and school culture. A qualitative approach was used for this study. Interview questions were developed to determine perceptions about effects in the areas identified in the research questions. Interviews were conducted with selected teachers, parents, and students who had exposure to the school before and after planned changes were implemented. Documents were examined for evidence of perceptions in the four areas identified. In addition, an existing data set (a student survey} was examined and the same survey was administered to a more recent group of students to identify possible patterns in student perceptions.

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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.

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The current study aimed to explore middle school mathematics teachers&rsquo
use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class
and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers&rsquo
use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo
characteristics.

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McGrew, Laura L. "Comparison of middle to high school transition programs." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mcgrewl.pdf.

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21

Savidge, Elizabeth Ann. "The importance of relationships in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5925.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.

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Stephens, Deborah Kathryn. "The importance of ownership in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5956.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 13, 2009) Includes bibliographical references.

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Tull, Carole Elaine Braden. "Influence of a SACS review of one previously unaccredited, urban middle school a qualitative and quantitative analysis /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/tull.pdf.

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24

HUSS, JOHN A. "MIDDLE LEVEL TEACHERS AND THEIR ACCEPTANCE OF THE MIDDLE SCHOOL PHILOSOPHY." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin974390765.

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25

Schmidt, Heidi J. "A study to identify middle school students' perceptions of bullying experiences." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmidth.pdf.

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Corbett, Matthew Clive. "A case study exploring the role of middle leaders in an international school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198879.

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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.

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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.

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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.
10000-01-01

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Martinie, Sherri L. "Middle school rational number knowledge." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/281.

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Donaghey, Mary V. "Resilience Among Middle School Students." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283857/.

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Resilience is the ability to survive and persevere during difficult times. Resilient people also thrive after overcoming adversity. Adolescents have many developmental tasks to overcome in their quest to becoming adults. Difficulty with these tasks can lead to academic and personal failures. Adolescents with low resilience often struggle with low self-esteem. If students are identified early as having lower levels of resilience, professional school counselors have an opportunity to provide resilience-enhancing activities. Prior to middle school, students are assigned all of their classes. During middle school, students begin to select their elective courses which may be representative of their interests and current emotional status. By looking at students' elective courses, I looked for patterns of resilience that may help professional school counselors proactively identify students in need of additional guidance in order to be academically successful. This study utilized a convenience sample of middle school students enrolled in the 8th grade (N = 190) of a large suburban school district located in the southwest United States to measure levels of resilience and elective course enrollment. Gender of the participants was 107 females and 83 males. The students reported their ethnicity as 5.8% African American/Black, 11.1% Asian, 12.6% Hispanic, 1.1% Native American, 1.6% Pacific Islander, 59.5% Caucasian/White, and 8.4% multiracial. I measured resilience in this study using the Resilience Scale and comparisons based on elective course. Data analyses include descriptive statistics and ANOVAs. Based on a statistical significance criterion of p < .05, students enrolled in athletics scored significantly higher in resilience than did non-athletics students enrolled in physical education/outdoor education (p = .035). Additionally, Caucasian females were significantly less resilient than Caucasian males (p = .031). Limitations of the study, implications of the results for practice, and recommendations for future research are presented.

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31

Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.

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Daniel, David S. "School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64281.

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The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.
Ed. D.

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33

Fok, Fung-yee. "A study of bullies in a secondary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.

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34

Kaminski, Dean L. "A study contrasting the philosophy and roles of the junior high school and middle school and their affect on adolescent development." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kaminskid.pdf.

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35

Mees, Gregory W. "The relationship among principal leadership, school culture, and student achievement in Missouri middle schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5540.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.

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36

Wilson, Clayton Shane. "A handbook for hosting a district-wide festival for literature and the arts." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1932.

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Gloer, Sheila Rogers Conaway Betty J. "The contribution of John Lounsbury to the development of the middle school movement in American education an oral history /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5054.

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38

Wang, Sheue-shya. "A Content Analysis of School Reading Textbooks in Taiwan and in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278397/.

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The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered focus (for example, patriotism, appreciation of others, serving others, and honesty). Absolute moral principles were taught. A group orientation and altruism were evident. In contrast, the Texas Readers did not have such an emphasis on the concept of group. Personal feelings, individual accomplishments, and self-centered values (for instance, effort, courage, determination, talent, and independence) received more attention. The values were perceived to be relative to the situation. The Taiwan Readers, produced by a national education system, transmitted traditional Chinese beliefs and values. The Texas Readers, with the publishers' intent to avoid controversies, presented more general or universal values. Although the sources of control were different, they influenced textbook content in a similar way.

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39

Buhl, Nathan John. "A phenomenological study of the attitudes & perceptions of middle school students towards the character, advocacy, remediation, enrichment, & school spirit (CARES) program." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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40

Eddy, Colleen M. Wilkerson Trena L. "The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2684.

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41

Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.

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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.

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42

White, Amy E. "A meta-analysis of service learning research in middle and high schools." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2995/.

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This study examines the relationship between service learning innovations and improved academics, self-concept, and social or personal growth in middle and high school students. Meta-Analysis is employed to arrive at effect-size estimates for each construct. A historical overview of service learning is presented and a detailed description of the study selection process is provided. The data revealed a moderate relationship between service learning participation and academics, self-concept and social or personal growth in middle and high school students. The findings are presented, and some appropriate conclusions are drawn. A discussion of the implications of these findings and recommendations for future research are also provided.

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43

Karr, Marla Jill. "Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5977.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.

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44

Leffler, Scott W. "Roseville Middle School technology education comparison." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lefflers.pdf.

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45

Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.

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46

Celikdemir, Meliha. "Examining Middle School Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12607575/index.pdf.

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The aim of this study is to investigate the elementary school students&
#8217
understandings of the nature of science (NOS). A total of 1949 students (1026 sixth graders and 923 eighth graders) from six different elementary schools participated in the study. Nature of Science Questionnaire for Elementary Level (E-NOS) questionnaire, adapted from Views on Science-Technology-Society (VOSTS) developed by Aikenhead, Fleming and Ryan (1989) and Views on Nature of Science (VNOS-D) constructed by Lederman, Adb-El-Khalick, Bell and Schwartz (2002), was used to assess the students&
#8217
views on the NOS. E-NOS consisted of eleven items that examined the students&
#8217
views on seven constructs concerning the NOS, namely tentativeness, subjectivity and creativity of scientific knowledge, social and cultural embeddedness of science, the role of observations and inferences, theories and laws and uncertainty in developing science. Additionally, the definitions of science, the difference of science from the other disciplines and scientific approach in scientific investigations were examined. Semi-structured interviews were also conducted by twelve volunteer students (7 sixth and 5 eighth graders) to investigate the students&
#8217
views on nature of science in depth. Data were analyzed both frequency and Chi-squire analyses. Results of this study revealed that the majority of Turkish elementary school students held traditional views on some aspects of the nature of science. According to these results, it was especially notable that the largest group of the students was not aware of the fact that scientific theories and laws are different kinds of scientific knowledge. In addition, many of the students had the idea that there is certain and defined scientific method in order to develop scientific knowledge. It was also found that more 8th grade students held contemporary (realistic) views of the tentative and subjective nature of science and the role of precision and uncertainty in science and more 6th graders had contemporary views on the role of observations and inferences in science. Furthermore, it was indicated that more female students than males possessed contemporary views on the subjectivity and creativity of the nature of science. Chi-square statistics also displayed that there are statistically significant differences in distributions of the students&
#8217
responses on all aspects of the nature of science with respect to grade level. In addition, it was found that there are statistically significant differences in distributions of the students&
#8217
responses on the subjective nature of scientific knowledge, social and cultural embeddedness of the scientific knowledge, creativity and the role of prediction and uncertainty in science and scientific approach to investigations in science with respect to gender.

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47

Ilaslan, Serap. "Middle School Mathematics Teachers&#039." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615681/index.pdf.

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The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants&rsquo
problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry&rsquo
s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.

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48

Dick, Catherine Anna Louise. "Collaborative assessment in middle school mathematics." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/26369.

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This study examined the mathematical learning that grade 8 students demonstrated when they were given the opportunity to work collaboratively, with a teacher-assigned partner, on an in-class assessment. In addition to topic-specific concepts, skills, and procedures, mathematical learning also included more general abilities such as selecting strategies, developing plans, communicating ideas, and evaluating solutions. The primary sources of data for this study were the conversations and written papers of four “equal status” dyads as they worked on a problemsolving assessment in which they were encouraged to discuss their ideas and submit a joint solution. Analysis indicated that most dyads worked collaboratively throughout the task and that both students were relatively equal contributors to the joint solution. Therefore, while collaborative assessment reduced the ability to hold individual students accountable for what they had learned, it appeared to be an accurate reflection of most students’ mathematical knowledge and ability. One dyad, however, remained committed to working independently; the partners rarely discussed their ideas with each other and both students created their own solutions. During their discussions, students who collaborated were more likely to discuss various calculations related to the problem, rather than discuss potential strategies or solutions. Students interacted comfortably and informally with each other and asked questions if they did not understand, but did not often critically challenge their partner’s suggestions or provide justification for their own ideas. As a result, students did not always make reasoned choices when approaching the problem or evaluate the appropriateness of their strategy or solution.

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49

Yang, Hui Ling. "Middle school student involvement in China." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96913.

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The promotion of student involvement has been widely studied in education research that demonstrates benefits to students, teachers, schools, and society in general. This study examines the involvement of China's middle school students in teaching, class management, and school management. The purpose of this study is to raise the awareness of student democracy in middle schools in China, and in China's basic education reform. This study investigates educators' and students' views of student involvement and school practices involving students. This study also attempts to identify preconditions for, as well as barriers to, meaningful and effective student involvement in China's middle schools. The methods chosen include individual interviews, a group interview, and a questionnaire survey. Participants are educators and students of the middle school in China where the researcher conducted the field work. The findings reveal that even though both educators and students believe in the idea of student involvement, middle school student involvement is limited in practice in China. Examination-oriented education is considered the biggest challenge. According to the study's participants, a sound school support mechanism for student involvement can achieve student democracy in China's schools. This study positively responds to the current New Curriculum Reform in China, which calls for humanized education in which students are trusted as capable persons. A relationship of equality between teachers and students is valued.
La promotion de l'engagement étudiant a été largement étudiée dans les recherches dans le domaine d'éducation qui démontre des avantages aux étudiants, aux enseignants, aux écoles, et à la société en général. Cette étude examine la participation des étudiants du premier cycle du secondaire de la Chine dans l'enseignement, la gestion de classe, et l'administration scolaire. Le but de cette étude est de soulever la conscience de la démocratie étudiante dans les écoles du premier cycle secondaire en Chine, et dans la réforme de l'éducation de base en Chine. Cette étude examine les éducateurs et les points de vue des étudiants sur leur participation et leurs pratiques étudiantes. Cette étude essaye également d'identifier des conditions préalables pour, ainsi que des barrières à la participation étudiante significative et efficace dans les écoles du premier cycle secondaire en Chine. Les méthodes choisies comprennent des entrevues avec des individus et avec un groupe ainsi que un sondage basé sur des questionnaires individuels. Les participants sont des éducateurs et des étudiants de l 'école du premier cycle secondaire en Chine où le chercheur a fait ses enquêtes sur le terrain. Les résultats révèlent que quoique les éducateurs et les étudiants croient en l'idée de la participation étudiante, la participation étudiante pratique est limitée dans les écoles du premier cycle secondaire en Chine. L'éducation orientée et basée sur les résultats des examens est considérée le plus grand défi. Selon les participants de l'étude, un mécanisme solide de soutien d'école pour la participation étudiante peut réaliser une démocratie étudiante dans les écoles en Chine. Cette étude répond d'une manière franche à la nouvelle réforme d'éducation courante en Chine, qui revendique une éducation humanisée dans laquelle des étudiants sont considérés digne de foi en tant que personnes capables. Les relations égales entre les enseignants et les étudiants ont aussi été évaluées.

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50

Harrison, April. "Middle School Tier 2 Vocabulary Interventions." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19244.

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This study investigated a Response to Intervention (RtI) practice at the middle school level using a randomly assigned Tier 2 vocabulary intervention. Although RtI research has documented improvement in the academic performance of elementary-aged students, RtI research in support of improved student performance in secondary schools is not prevalent. This study randomly assigned 86 sixth, seventh, and eighth graders into either the treatment or control condition. The purpose was to investigate whether middle school vocabulary instruction impacted vocabulary and/or comprehension growth for identified at-risk students. The experimental condition showed significant results for vocabulary (p=.011) but not comprehension (p=.657) on easyCBM outcome measures. Results are discussed in relation to teaching vocabulary independent of teaching comprehension directly.

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