Relevant bibliographies by topics / Middle school years

Academic literature on the topic 'Middle school years'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Middle school years"

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Loukas, Alexandra, Jessica Duncan Cance, and Milena Batanova. "Trajectories of School Connectedness Across the Middle School Years." Youth & Society 48, no. 4 (September 30, 2013): 557–76. http://dx.doi.org/10.1177/0044118x13504419.

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Hyunchul Kim and Lee,Cheol-Won. "Educational Productivity Mobility during Middle School Years." Productivity Review 27, no. 4 (December 2013): 259–78. http://dx.doi.org/10.15843/kpapr.27.4.201312.259.

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Sullivan, Christopher J., and Paul Hirschfield. "Problem Behavior in the Middle School Years." Journal of Research in Crime and Delinquency 48, no. 4 (May 12, 2011): 566–93. http://dx.doi.org/10.1177/0022427810395149.

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Smith, Gudmund, and Ingegerd Carlsson. "Creativity in Middle and Late School Years." International Journal of Behavioral Development 8, no. 3 (September 1985): 329–43. http://dx.doi.org/10.1177/016502548500800307.

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The purpose of the study was to follow the development of creativity defined as the inclination to transgress the confines of an established perceptual context in youngsters aged 12-16 years, after having studied 4-11-year-olds previously. There were altogether 142 subjects, 24-33 in each age group, who were tested with a special percept-genetic creativity test (PG). A creativity-fantasy scale was also applied together with a percept-genetic personality test (MCT). After a creative peak among 10-11-year-olds, 12-year-olds showed a significant decrease of strong creativity signs, a simultaneous increase of compulsive and kindred defense strategies and decrease of signs of anxiety. The recovery of creativity was slow during high puberty (14-15 years) but more marked after (16 years). Using the duality of inwardness and the outside world as a point of departure the paper discusses the fluctuations between high and low creative periods and, among other things, tries to explain why they are more pronounced among subjects with an academic home background.
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Larson, Reed W., and Maryse H. Richards. "Boredom in the Middle School Years: Blaming Schools versus Blaming Students." American Journal of Education 99, no. 4 (August 1991): 418–43. http://dx.doi.org/10.1086/443992.

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Wigfield, Allan, Susan Lutz, and A. Laurel Wagner. "Early Adolescents'Development Across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (December 2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.

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Thorn, Antoinette R., and Susana Contreras. "Counseling Latino Immigrants in Middle School." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900215.

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The increase of Latino immigrants in the United States places more pressure on school counselors to assist in the adjustment of Latino students entering school systems (U.S. Census Bureau, 2004). This may particularly affect schools that only a few years ago had no Latino immigrants. This article addresses how one Southern school district's counseling program is working to meet the needs of its non-English-speaking Latino middle school students by hiring a Spanish-speaking counselor and offering intervention strategies to facilitate the transition and adjustment of incoming students.
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Wigfield, Allan, Susan L. Lutz, and A. Laurel Wagner. "Early Adolescents’ Development across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900206.

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This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Hayes, Debra, and Andrew Chodkiewicz. "School–community links: supporting learning in the middle years." Research Papers in Education 21, no. 1 (March 2006): 3–18. http://dx.doi.org/10.1080/02671520500445409.

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Dissertations / Theses on the topic "Middle school years"

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Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.

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This dissertation reports on the experiences of a small group of teachers and administrators as they endeavoured to reform the middle years curriculum of an international school in Japan. This single case study is based primarily upon the observations of the researcher, a middle school teacher at the school and a key participant in the reform process. This study is positioned in the naturalistic paradigm which allows for the accumulation of sufficient knowledge to lead to a holistic understanding of middle years curriculum reform within this context.Reforming the middle years of schooling has received renewed attention in recent years. A new paradigm is emerging about the nature of schooling in this significant stage of life that is now recognised as crucial to the formation of attitudes, values, and habits of mind that shape the individual‘s identity and development as an adult. Despite the growth and status of international schools, very little is known about the nature and processes of middle years curriculum reform in this context. The central aim of this study was to provide a detailed and authentic account of the process of curriculum reform that can validate, guide and extend the current body of knowledge on middle years curriculum reform and is meaningful and useful to educators in the international school context.Three dimensions of reform emerged in this study: the process of reform, identified as a multidimensional and interconnected process that ventured through six identifiable phases; the product of the reform, the Humankind Curriculum, was found to have its core features grounded in shared understandings of effective middle schooling; and the dynamics of change, which revealed a professional learning community as the catalyst for change, with the interplay of relational trust, leadership, interpersonal relationships and collaboration as empowering the capacity for reculturing the middle school. While the findings contribute to the current body of knowledge on middle school reform in the international school context, they also provide direction for further discussion, exploration and research.
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Constantinides, Adonis C. "Provision of education in the middle school years in Cyprus." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/5851/.

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The aim of this study is to examine the type of education offered during the middle school years in Cyprus. At first an attempt is made to define middle school years and relate this concept to the educational system of Cyprus and other countries. The History of Education in Cyprus is briefly surveyed to set the background against which the Gymnasium, a distinct educational unit catering for the middle school years, has evolved and reached its present form. The aims, objectives, structure and content of the Gymnasium are examined in detail. Qualitative and quantitative measures are employed to investigate the role of the Gymnasium within the educational system and the degree to which this role is successfully accomplished. The results reveal that on the whole, content and time span of the Gymnasium are satisfactory. There is, however, a strong feeling that there is scope for improvement in the content of the curriculum in order to make it more effective. On the basis of the findings of the present survey a model of a new educational unit is presented which intends to bridge the gap between the primary and secondary education at its lower end and pave the way to the smooth transition from the free compulsory to the upper secondary level of education. The programme of the new unit is hoped to serve more effectively the primary aim of the concept of the democratisation of education, namely the provision of equal educational opportunities to all according to individualised goals, needs, abilities and talents. Finally certain recent developments in the educational system of Cyprus and their implications for the future of the Gymnasium are discussed. A proposal for the reorganisation of secondary education is developed and its merits are presented.
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Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.

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The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.
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Quintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.

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The thesis explores sociolinguistic issues facing pre-adolescent English-as-second-language learners. Topics covered include literacy issues, communicative competence issues at the intermediate and advanced English language development (ELD) levels, language and power relationships that affect pre-adolescent English language learners, politeness as a sociolinguistic tool, and the benefits of students acquiring the language of cooperative learning. The implications of these topics culminate in the development of a social studies curriculum unit designed for the middle-school classroom.
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Johansen, Shannon Elizabeth. "School Functioning of Children with Asthma: A Study of the Elementary and Middle School Years." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000329.

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Gynne, Annaliina. "Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31774.

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The overall aim of the thesis is to examine young people’s languaging, including literacy practices, and its relation to meaning-making and social positioning. Framed by sociocultural and dialogical perspectives, the thesis builds upon four studies that arise from (n)ethnographic fieldwork conducted in two different settings: an institutional educational setting where bilingualism and biculturalism are core values, and social media settings. In the empirical studies, micro-level interactions, practices mediated by languaging and literacies, social positionings and meso-level discourses as well as their intertwinedness have been explored and discussed. The data, analysed through adapted conversational and discourse analytical methods, include video and audio recordings, field notes, pedagogic materials, policy documents, photographs as well as (n)ethnographic data. Study I illuminates the doing of linguistic-cultural ideologies and policies in everyday pedagogical practices and focuses on situated and distributed social actions as nexuses of several practices where a number of locally and nationally relevant discourses circulate.  In Study II, the focus is on everyday communicative practices on the micro and meso levels and the interrelations of different linguistic varieties and modalities in the bilingual-bicultural educational setting. Study III highlights young people’s languaging, including literacies, in everyday learning practices that stretch across formal and informal learning spaces. Study IV examines social positioning and identity work in informal and heteroglossic literacy practices across the offline-online continuum. Consequently, the four studies map the kinds of languaging practices young people are engaged in both inside and outside of what are labelled as bilingual school settings. Furthermore, the studies highlight the kinds of social positions they perform and are oriented towards in the course of their everyday lives. Overall, the findings of the thesis highlight issues of bilingualism as pedagogy and practice, the (un)problematicity of multilingualism across space and time and multilingual-multimodal languaging as a premise for social positioning. Together, the studies and the thesis form a descriptive-analytical illustration of “multilingual” young people’s everyday lives in and out of school in late modern societies of the global North. Overall, the thesis provides insights concerning the education and lives of a large, yet sparsely documented minority group in Sweden, i.e. the Sweden Finns.
Denna avhandling fokuserar på ungdomars språkande, inklusive literacy-praktiker, och dess relation till deras meningsskapande och social positionering. Avhandlingen tar avstamp i sociokulturell och dialogisk teoribildning och bygger på fyra studier som blivit till genom (n)etnografiskt fältarbete i två olika sammanhang: inom en skola där tvåspråkighet och bikulturalitet är viktiga värderingar, och sociala medier. I de empiriska studierna undersöks hur interaktion, språkande och literacy-praktiker och sociala positioneringar görs på mikronivå. Dessa fenomen studeras vidare i anslutning till och som en del av diskurser som drivs på meso-nivå. Avhandlingens data har analyserats med tillämpade samtals- och diskursanalytiska metoder och inkluderar video- och audioinspelningar, fältanteckningar, pedagogiska material, policy-dokumentation, fotografier samt (n)etnografiskt skapad data. I Studie I undersöks hur lingvistisk-kulturella ideologier och policys görs i vardagliga pedagogiska praktiker. Den fokuserar på situerade och distribuerade sociala handlingar som praktiknexus där flera lokalt och nationellt relevanta diskurser cirkulerar. Studie II intresserar sig för vardagliga kommunikativa praktiker på mikro- och meso-nivåer samt för samspelet av språkliga varieteter och modaliteter i den tvåspråkiga-bikulturella skolan. I Studie III studeras ungdomars språkande, inklusive literacies, i vardagliga lärandepraktiker som sträcker sig över tid och rum i formella och informella lärandemiljöer. Studie IV fokuserar på social positionering och identitetsarbete i informella och heteroglossiska literacy-praktiker både offline och online. Tillsammans kartlägger de fyra studierna olika slags språkandepraktiker som ungdomarna deltar i och bidrar till både inom och utanför vad som kallas för tvåspråkiga skolsammanhang. Vidare illustrerar studierna vardagslivets görande av olika slags sociala positioneringar och identitetsperformanser. Resultaten visar på hur tvåspråkigheten i skolans värld kan ses som både pedagogik och praktik, att flerspråkigheten är (o)problematisk för ungdomarna och för skolan och att språkandets karaktär som flerspråkig och multimodal är central för social positionering. Studierna och avhandlingen bildar tillsammans en deskriptiv-analytisk illustration av ”flerspråkiga” ungdomars vardag i och utanför skolan i ett senmodernt nordiskt samhälle. Vidare bidrar avhandlingen till kunskapsbasen gällande utbildningsfrågor och vardag för en av Sveriges nationella minoriteter, sverigefinländare.
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Davis, Heather A. "DEVELOPMENTAL TRAJECTORIES OF EXCESSIVE EXERCISE AND FASTING ACROSS THE MIDDLE SCHOOL YEARS." UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/80.

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Repeated excessive exercise (EE) fasting behavior, in the absence of binge eating and purging, are important eating disorder behaviors that are not captured by the current diagnostic system. Though they appear to be harmful and distressing for adults, little is known about these behaviors in youth. To begin to understand their development, I studied the course of the behaviors across the three years of middle school (n = 1,195). Both behaviors were present in middle school girls and boys, and youth progressed along different developmental trajectories of engagement in the behaviors. Youth involved in either behavior experienced elevated levels of depression and some forms of high-risk eating and thinness expectancies. Their distress levels did not differ from those of youth engaging in purging behavior or low levels of binge eating. EE and fasting behavior can be identified in the early stages of adolescence, youth differ in their developmental experience of these behaviors, and they are associated with significant distress very early in development.
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Arnold, Bradley A. "The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745617.

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The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13–14 and a purposeful sampling of seven of these students’ teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.

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Eggleston, Brandon Patrick. "An Investigation of the Difference in Student Achievement during the Middle School Transition Years." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668708.

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Transition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations.

The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations.

Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.

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Books on the topic "Middle school years"

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Kathleen, Middleton, and Pollock Marion B, eds. School health instruction: The elementary & middle school years. 3rd ed. St. Louis: Mosby, 1994.

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Eichhorn, Donald H. Eichhorn: The early years in middle level education. Edited by David Robert J. Pittsburgh, Pa. (Box 7258, Pittsburgh 15213): Pennsylvania Middle School Association, 1995.

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Berla, Nancy. The middle school years: A parents' handbook. Columbia, Md: National Committee for Citizens in Education, 1989.

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The power of middle school: Maximizing these vital years. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Office, New Zealand Education Review. Students in years 7 and 8. [Wellington]: Education Review Office, 2000.

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A parents' guide to the middle school years. Berkeley, Calif: Celestial Arts, 2009.

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Pogue, Lynda. Ages 12 through 15: The years of transition. [Mississauga, ON]: Ontario Public School Teachers' Federation, 1996.

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Booth, David. Reading & writing in the middle years. Markham, Ont: Pembroke Pub., 2001.

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Reading & writing in the middle years. Portland, Me: Stenhouse Publishing, 2001.

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Egan, Kieran. Imagination in teaching and learning: The middle school years. Chicago: University of Chicago Press, 1992.

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Book chapters on the topic "Middle school years"

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Aoki, Masahiko. "Middle School Years." In Transboundary Game of Life, 29–30. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2757-5_8.

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Kim, Young Chun. "Middle School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 91–124. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_5.

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Conklin, Hilary G. "Being Present in the Middle School Years." In Developmentalism in Early Childhood and Middle Grades Education, 59–78. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_4.

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Hill, Peter W., and V. Jean Russell. "Systemic, Whole-School Reform of the Middle Years of Schooling." In Enhancing Educational Excellence, Equity and Efficiency, 167–96. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4253-3_8.

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Grootenboer, Peter, and Margaret Marshman. "Changes in Affective Responses to Mathematics Through the Middle School Years." In Mathematics, Affect and Learning, 91–110. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-679-9_6.

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English, Lyn D. "Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 491–505. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_42.

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Brown, Seth, Peter Kelly, and Scott K. Phillips. "Belonging." In Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 63–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_3.

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Brown, Seth, Peter Kelly, and Scott K. Phillips. "Introduction." In Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_1.

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Brown, Seth, Peter Kelly, and Scott K. Phillips. "Identity." In Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 27–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_2.

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Brown, Seth, Peter Kelly, and Scott K. Phillips. "Time." In Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 99–124. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_4.

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Conference papers on the topic "Middle school years"

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Canavesi, Cristina, Theresa M. Donlon, and Stephen D. Jacobs. "The Rochester OSA Optics Suitcase: 13 years of middle school outreach." In SPIE Optical Engineering + Applications, edited by G. Groot Gregory. SPIE, 2012. http://dx.doi.org/10.1117/12.927633.

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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
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Crabtree, Stephen. "SIX YEARS OF GEOSCIENCE OUTREACH TO ELEMENTARY AND MIDDLE SCHOOL STUDENTS IN RURAL, WESTERN MINNESOTA: MORE THAN SHOW-AND-TELL." In 115th Annual GSA Cordilleran Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019cd-329130.

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Doiphode, Ganesh, and Hamidreza Najafi. "A Machine Learning Based Approach for Energy Consumption Forecasting in K-12 Schools." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24128.

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Abstract Energy costs are the second highest operational expense for K-12 schools in the United States. Improving energy efficiency and moving towards sustainable school buildings not only result in substantial cost savings and reduction of environmental emissions, but also provides an opportunity to enhance students’ awareness regarding energy, environment, and sustainability. Effective tools and techniques that provide thorough understanding of energy consumption in school buildings are valuable to school districts by helping them with prioritizing energy efficiency projects. In the present paper, a multi-layer perceptron (MLP) neural network model is developed for estimating monthly energy consumption of K-12 schools in Brevard County, Florida. The inputs to the network are considered as number of occupants, days of operation per months, building’s area, average monthly outdoor dry-bulb temperature and relative humidity, as well as the month’s number and the output from the network is monthly energy consumption. Various network topologies are considered and tested to achieve the optimal configuration for the network. The selected network is successfully trained using three years of energy consumption data for 25 schools in Brevard County, FL (high schools, middle schools, and elementary schools). The results showed that the developed neural network model is capable of accurate estimation of monthly energy consumption of schools. The network tested and validated using the data from schools which were not included in the training dataset and the errors between the known values and estimated values for monthly energy consumptions are evaluated and discussed. Although the current study covers one particular school district (Brevard county) in a given climate zone (2a-hot and humid), the developed approach can be extended to incorporate various climate zones and serve as an effective tool for school energy conservation managers. The end user may obtain a clear idea of the energy consumption of the school building and how it compares against other buildings within the same category and climate zone, with minimum input data required.
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Öngel, Volkan, İlyas Sözen, and Ahmet Alkan Çelik. "An Evaluation of Human Development Index in Central Asian Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2011. http://dx.doi.org/10.36880/c02.00377.

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Economic development and growth had been the most important target among all goverments throughout the history. In this respect, Kazakhstan, Turkmenistan, Uzbekistan, Tajikistan and Kyrgyzstan in Middle Asian Region had chosen development as primary target in 20 years time after their independence. Human capital is the leading factor to maintain economic development and growth. Development and growth terms over which different meanings and concepts were imposed in time, necessitated several political economic alterations. Before 1970’s, increase in income had been sufficient criterion for the development of a government. But nowadays economic development incorporates factors such as life expectancy at birth, school enrolment ratio, literancy rate, gender discrimination, poverty alleviation, equal distribution of income beyond economic growth. Herewith this change political preference and priorities has started to differentiate. The aim of this study is to discuss human development index (HDI) data of 5 Middle Asian countries in 2010 and changes in HDI in years after their independence. Comparisan between Gross Domestic Product (GDP) and HDI rates are also performed within this analysis. This study consists of data of 5 Middle Asian countries between years 1990-2010. Basic, retrospective, illustrative library method is used as the study method. In conclusion, we find that increase in GDP did not reflect over HDI in Middle Asian Countries within 20-years period.
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Gillard, Joel, and Terry Smith. "A Model for Sustainable Orthopedic Care in Low and Middle Income Countries." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23332.

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Abstract This paper describes a scalable and sustainable patient care model for low and middle-income countries (LMICs) that can improve the standard of care for hospitals with scarce resources and an ever growing backlog of patients. SIGN Fracture Care International (SIGN), a non-profit, humanitarian medical device organization, has developed technical solutions over the last 20 years, to address the yearly increasing number of patients affected by upper and lower extremity trauma, using a three-pronged approach. The model includes effective training of in-country local surgeons on current orthopaedic techniques; providing an on-going supply of appropriately designed surgical implants and instruments manufactured to ISO 13485 and FDA standards; and evaluating patient outcomes until healing occurs to validate the model is truly benefiting patients and the hospital throughput. By providing equal access to technology, knowledge, and timely feedback, LMIC surgeons can provide vital orthopedic care to their local communities and sustainably respond to the daily trauma cases they encounter and enable patients to return to work, school, keep families on the path out of poverty, and improve the lives of future generations. The model is describe in detail in the hopes that other entities can utilize the principles for additional healthcare specialties around the world.
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Duport, Laurent J. "Georges Candilis (1913-1995) architecte pour le plus grand nombre." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.664.

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Résumé: Né à Bakou en 1913 Georges Candilis est un architecte d’origine grecque qui étudie à l’Ecole Supérieure Polytechnique d’Athènes où il rencontre Le Corbusier en 1933 lors du 4e congrès des CIAM. Arrivé à Paris en 1945 il intègre l’Atelier de Le Corbusier où il travaille exclusivement sur les études et le chantier de l’Unité d’Habitation de Marseille. Après avoir été chargé de représenter Le Corbusier au 7e CIAM à Bergamo en 1949 Candilis va se rendre au Maroc où il va construire des nombreuses opérations en qualité de directeur de l’ATBAT Afrique et de membre du groupe GAMMA. Il va se révéler un des acteurs du Team X assurant le passage des CIAM au Team X dont il organisera 5 réunions entre 1960 et 1977. De retour en France en 1955 Candilis va s’associer avec les architectes Woods et Josic. L’équipe va remporter le concours Million et construire près de 4000 logements à Bagnols sur Cèze, Toulouse et en région parisienne. D’autres concours vont suivre en France et à l’étranger, l’équipe construira ainsi l’université libre de Berlin. Par la suite Candilis assure seul la mission d’architecte en chef de la station de Leucate Barcares (1962-1976) et entre 1970 et 1978 il est chargé de plusieurs projets au Moyen Orient. Parallèlement Candilis est impliqué dans la diffusion de l’architecture dès 1953 comme membre du comité de rédaction de revues et dans l’enseignement en qualité de professeur à partir de 1963. Il s’éteint à Paris le 10 mai 1995. Abstract: Born in Baku in 1913 Georges Candilis is an architect of Greek origin who studied at the Polytechnic School of Athens where he met Le Corbusier in 1933 at the 4th Congress of CIAM. Arrived in Paris in 1945 he joined the Atelier of Le Corbusier where he works exclusively on studies and the site of the Unité d’habitation in Marseilles. After being appointed to represent Le Corbusier at the 7th CIAM in Bergamo in 1949 Candilis will travel to Morocco where he will build many operations as Director of ATBAT Africa and a member of the GAMMA group. It will be one of the actors of Team X and ensure the transition from CIAM to Team X for which he will hold 5 meetings between 1960 and 1977. Back in France in 1955 Candilis will partner with architects Alexis Josic and Shadrach Woods. The team will win the Million competition and build nearly 4,000 housing units in Bagnols sur Cèze, Toulouse and around Paris. Other competitions will follow in France and abroad, the team will thus build the Free University in Berlin. Subsequently Candilis assumes alone the chief architect mission of Leucate Barcares station (1962-1976) and between 1970 and 1978 he was responsible for several projects in the Middle East. In parrallel Candilis is involved in the diffusion of architecture since 1953 as an editorial board member of reviews and in architectural education with a grade of Professor since 1963. He died in Paris on May 10, 1995. Mots-clés: CIAM, Team X, Enseignement, Habitat, Tige, Web. Keywords: CIAM, Team X, Education, Housing, Stem, Web. DOI: http://dx.doi.org/10.4995/LC2015.2015.664
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Verma, Alok K., and Ameya S. Erande. "Project Based Activities to Attract Students to Marine Engineering and Technology Careers." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67741.

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During the past several years, workforce issues have immerged as a dominant concern for shipbuilding and repair companies. Related issues include concern about “aging” of the workforce, lack of basic technical education, career transition processes, recruitment and training of the new workforce, retention and training of the incumbent workforce, image of the industry, and lack of career information for middle and high school students. Large turnover combined with retirement of aging workforce is anticipated to create large demands for qualified workforce. The Shipbuilding and Repair Career Day Events (SBRCD) project was conceived in response to this critical need of workforce in shipbuilding and repair industry. This project was funded by the National Shipbuilding research Program to increase awareness about careers in marine industry. The paper discusses the multi-pronged effort within the SBRCD project to inform and engage middle and high school students, teachers and counselors about career opportunities in this industry. The paper also discusses the design and development of four simulation activities known as marine kits to engage students in shipbuilding related projects. These activities are tied to Virginia Standards of Learning (SOL) so teachers can use them in classrooms without loosing time. The Marine Kits were pilot tested and results are discussed.
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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.
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Tomaszkiewicz, Frank. "Ten-year perspective on display holography in the middle school classroom." In Sixth International Symposium on Display Holography, edited by Tung H. Jeong. SPIE, 1998. http://dx.doi.org/10.1117/12.301485.

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Reports on the topic "Middle school years"

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Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2726.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Schau, C., N. Mattern, R. Weber, and K. Minnick. Assessing middle school students` understanding of science relationships and processes: Year 2 - instrument validation. Final report. Office of Scientific and Technical Information (OSTI), January 1997. http://dx.doi.org/10.2172/426972.

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Grimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7374.

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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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