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Journal articles on the topic 'Middle school years'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.

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While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

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12

Sperandio, Jill. "School Program Selection: Why Schools Worldwide Choose the International Baccalaureate Middle Years Program." Journal of School Choice 4, no. 2 (June 10, 2010): 137–48. http://dx.doi.org/10.1080/15582159.2010.483916.

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13

Ellerbrock, Cheryl, Katherine Main, Kristina Falbe, and Dana Pomykal Franz. "An Examination of Middle School Organizational Structures in the United States and Australia." Education Sciences 8, no. 4 (October 15, 2018): 168. http://dx.doi.org/10.3390/educsci8040168.

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The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.

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14

Shtanov, A. V. "School of Middle Eastern languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 256–59. http://dx.doi.org/10.24833/2071-8160-2014-5-38-256-259.

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School of Middle Eastern languages (Arabic, Hebrew and Turkish), as well as a number of languages of the Caucasus and Central Asia (Azerbaijan, Uzbekistan, Turkmenistan) is based on the intellectual heritage, tracing its history to the Department of Arabic Studies, established in 1871-1872 years when Lazarev Institute of Oriental Languages. The department provides a high level of theoretical and practical teaching of modern Arabic literary language and the spoken language of a number of Arab countries. Department annually produces 20-25 international affairs Arabists working in international, political, economic, legal, journalistic and other areas in the Russian Federation, the CIS countries and abroad.

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15

Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program." Journal of Advanced Academics 31, no. 1 (August 27, 2019): 35–60. http://dx.doi.org/10.1177/1932202x19869006.

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International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.

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16

Hutson, Barbara A. "Brain Growth Spurts - What's Left by the Middle School Years?" Middle School Journal 16, no. 2 (February 1985): 8–11. http://dx.doi.org/10.1080/00940771.1985.11495681.

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17

Kohler, Elizabeth A., Anthony J. Onwuegbuzie, Julie P. Combs, Rebecca M. Bustamante, and Stacey L. Edmonson. "School Size and Incidents of Violence among Texas Middle Schools." Journal of Educational Issues 1, no. 1 (June 29, 2015): 151. http://dx.doi.org/10.5296/jei.v1i1.7656.

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<p>Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was to examine the relationship between the incidents of school violence, specifically fighting, assaults, and aggravated assaults, and the size of middle schools in the state of Texas for 3 school years. All 842 middle schools in Texas were included in this study. Compared to small schools, medium schools, and large schools, very small schools had a statistically significantly lower proportion of students involved in assaults, proportion of students involved in aggravated assaults, proportion of incidents of assaults, and proportion of incidents of aggravated assaults. Further, very small schools had a statistically significantly lower proportion of students involved in fights and proportion of incidents of fights than did large schools. A trend emerged across the 4 school sizes for all 6 indicators of school violence, which, in every case, reflected a sharp increase from very small schools to small schools—peaking at small schools. Thus, very small schools appear to be at a greater advantage than are other types of schools with respect to incidents of school violence. Implications of the findings are discussed.</p>

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18

Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling these gaps, drawing on the best available evidence to identify promising programs.

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19

Salminen, Jessica. "On concept of function at Middle Years Programme school in Espoo." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 79–103. http://dx.doi.org/10.31129/lumat.v2i1.1084.

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School in Espoo, Finland, follows the Finnish national core curriculum but approaches teaching according to Middle Years Programme. The language of instruction is English. Material for teaching functions that would fulfill these criteria is not readily available. Therefore, such material was tailored especially for the needs of the school. The development of the material led the researcher to ponder, how students eventually grasp the idea of function and how the concept of function should be approached in teaching in the future. The data was gathered in spring 2012. Out of 63 ninth graders in the school, 49 participated in the study. A research on the concept of function by Vinner and Dreyfus (1989) was used as the source of inspiration for this study. The definitions of function among lower secondary school students were compared to similar data gathered among upper secondary school students during the same spring. Both qualitative and quantitative methods were used in the analysis of the data.

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20

Zhu, Xihe, Justin A. Haegele, and Haichun Sun. "Health-related fitness knowledge growth in middle school years: Individual- and school-level correlates." Journal of Sport and Health Science 9, no. 6 (December 2020): 664–69. http://dx.doi.org/10.1016/j.jshs.2019.04.005.

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21

Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

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22

Konold, Tim R., Kelly D. Edwards, and Dewey G. Cornell. "Longitudinal Measurement Invariance of the Authoritative School Climate Survey." Journal of Psychoeducational Assessment 39, no. 6 (April 21, 2021): 651–64. http://dx.doi.org/10.1177/07342829211011332.

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This study evaluated the longitudinal psychometric properties of the Authoritative School Climate Survey (ASCS) using a statewide sample of middle and high schools across 8 years. Multilevel confirmatory factor analyses were conducted to test the longitudinal measurement invariance of three scales on the ASCS: disciplinary structure, teacher respect for students, and students’ willingness to seek help. These scales demonstrated strong factorial invariance across all time points for both middle and high schools. Results support the use of these scales in evaluating longitudinal change in school climate.

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23

Lyman, Charles. "Exciting Science in Middle Schools." Microscopy Today 20, no. 3 (May 2012): 7. http://dx.doi.org/10.1017/s1551929512000338.

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In his biography Steve Jobs, Walter Isaacson describes how a single elementary school teacher could inspire a kid to study math and science. During those same formative years, Jobs's neighborhood was filled with engineers who could discuss nifty science topics with young Steve. While today's average school kid may not have such influences, the fact remains that Steve Jobs turned toward math and science before high school. Interest in science should be kindled during middle school so that students will take appropriate courses in high school in preparation to study science in college.

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24

Sink, Christopher A., Patrick Akos, Rebecca J. Turnbull, and Nyaradzo Mvududu. "An Investigation of Comprehensive School Counseling Programs and Academic Achievement in Washington State Middle Schools." Professional School Counseling 12, no. 1 (October 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200105.

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Student achievement was compared between Washington State middle schools with comprehensive school counseling programs (CSCPs) and those without. Statistically controlling for socioeconomic status, multi-variate analyses of covariance revealed minimal differences between students in CSCP and non-CSCP schools. Significant score differences emerged, however, for students attending schools with at least 5 years of CSCP implementation versus their peers in non-CSCP schools. Girls outperformed boys on various achievement measures. The findings and their implications for middle school counseling practice are discussed.

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25

Evans, Judith Petersen, and Michael L. Allen. "Middle School — Where the Action Is!" American String Teacher 44, no. 2 (May 1994): 65–67. http://dx.doi.org/10.1177/000313139404400225.

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Judith Petersen Evans received her BME at Baldwin Wallace College, her ME at Florida Atlantic University, and a Specialist Degree in Educational Leadership from Nova University. She has taught for 25 years, first in Ohio and then in Florida. She is currently orchestra director at Pine Ridge Middle School and Barron Collier High School in Naples, Florida. She has appeared as guest conductor or orchestra festivals in a number of states and is a freqwuent adjudicator and consultant to public school orchestra programs. Evans has been active in the music education field as president of the Florida chapters of ASTA and NSOA and of the Florida Orchestra Association. She has recently been elected national secretary of ASTA and is publications editor for NSOA.

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26

Arth, Alfred A. "Five Goals for the Next Five Years of Middle School Education." Middle School Journal 17, no. 1 (November 1985): 3–6. http://dx.doi.org/10.1080/00940771.1985.11495718.

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27

Baran, Mette. "Teachers’ and Students’ Perception of Looping during the Middle School Years." International Journal of Learning: Annual Review 17, no. 8 (2010): 1–18. http://dx.doi.org/10.18848/1447-9494/cgp/v17i08/47182.

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28

Coats, Karen. "Middle School: The Worst Years of My Life (review)." Bulletin of the Center for Children's Books 65, no. 1 (2011): 38. http://dx.doi.org/10.1353/bcc.2011.0557.

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29

Allen, Katie, David Giofrè, Steve Higgins, and John Adams. "Working memory predictors of mathematics across the middle primary school years." British Journal of Educational Psychology 90, no. 3 (January 30, 2020): 848–69. http://dx.doi.org/10.1111/bjep.12339.

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30

McCormick, David P., Dale L. Johnson, and Constance D. Baldwin. "Early Middle Ear Effusion and School Achievement at Age Seven Years." Ambulatory Pediatrics 6, no. 5 (September 2006): 280–87. http://dx.doi.org/10.1016/j.ambp.2006.04.010.

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31

Hart, Katie C., Gregory A. Fabiano, Steven W. Evans, Michael J. Manos, Jane N. Hannah, and Rebecca K. Vujnovic. "Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey." Journal of Emotional and Behavioral Disorders 25, no. 4 (December 18, 2016): 246–56. http://dx.doi.org/10.1177/1063426616681980.

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This study examined elementary and middle school teachers’ self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K–2), intermediate (3–5), and middle (6–8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.

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32

Simbrac, Mihaela Cristina, Salomeia Putnoky, Corneluta Fira Mladinescu, Radu Bagiu, Ioana Tuta Sas, Codruta Bacean Miloicov, Ana Maria Brancoveanu, et al. "Body Mass Index, Self Weight Perception and the Intention of Changing the Weight in Teens of 11-18 Years." Revista de Chimie 69, no. 5 (June 15, 2018): 1257–59. http://dx.doi.org/10.37358/rc.18.5.6302.

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The research intends to investigate the body mass index, the self-weight perception and the intention of changing the weight in teenagers, from Timisoara, Romania. The data sample was made of 243 students of 11-18 years old: 37.9% in middle school and 62.1% in high school; 56.4% girls and 43.6% boys. The manner of work was a cross-sectional study, study case type. The results show that in middle/high school there are: underweight 39.8%/22.9%, normal weight 51.1% and overweight and obese, 9.1%/8.3, with a significant difference between the 2 age groups, the difference being very small. 62.2% of middle school students and 51.7% of the ones in high school appreciate their own weight as having the normal value. 24.4% of the middle school students and 32.4% of high school students consider that that they have a weight over the normal value, and at 15-18 years old, girls perceive weight as being significantly higher than boys. The students want to lose weight, 42.7% of middle school students and 42.8% of high school students. At 11-14 years old, boys want to gain weight more frequently than girls.

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33

Hacherl, Samantha L., Patricia M. Kelshaw, Nicholas K. Erdman, Reginald E. Dunn, Joel R. Martin, Jatin P. Ambegaonkar, Andrew E. Lincoln, and Shane V. Caswell. "Concussion Rates Of Sex-matched Sports In US Middle School Athletes Over Five School Years." Medicine & Science in Sports & Exercise 53, no. 8S (August 2021): 204–5. http://dx.doi.org/10.1249/01.mss.0000761440.04416.8f.

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34

Akelaitis, Artūras, and Romualdas Malinauskas. "Values Expression among Students of Middle School Age In Physical Education Classes." Pedagogika 112, no. 4 (December 23, 2013): 71–76. http://dx.doi.org/10.15823/p.2013.1778.

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The paper strives to answer the question which peculiarities of values expression among students of middle school age in physical education classes in the context of M. Luksiene’s pedagogical legacy insight into past, present and future. The aim of this study was to examine peculiarities of values education among students of middle school age in physical education classes. Students of middle school age (14–15 years old) were separated in randomize way from Kaunas secondary schools: Kaunas “Purienų”, Kaunas “Tado Ivanausko” secondary schools, and S. Darius and S. Girenas gymnasium. The participants of the study were 214 students of middle school age (108 females and 106 males). The measure of terminal and instrumental value orientations was evaluated using modified M. Rokeach questionnaire. In the process of the research ethical and legal principles were observed. The statistical hypotheses were tested by applying the Student t-test. The empirical study showed that for middle school age boys achievement, perseverance and leadership were significantly more important values, and for girls – sincere communication, responsibility and obedience.

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35

Schatt, Matthew D. "Middle school band students’ self-determination to practice." Psychology of Music 46, no. 2 (May 19, 2017): 208–21. http://dx.doi.org/10.1177/0305735617705008.

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The purposes of this study were to examine factors that motivate middle school band students to practice their instrument and to validate a researcher-modified survey instrument for use with middle school music students, using self-determination theory as a theoretical lens. Fifth (10–11 years old, n = 444) and eighth grade (13–14 years old, n = 352) band students from the state of Ohio, United States’ public school districts completed a researcher-modified questionnaire that was used to collect data to determine (a) students’ levels of self-determination for practicing their instrument, (b) the relationship between students’ self-determination for practicing their instrument and the number of years they have played their instrument, (c) the relationship between students’ self-determination for practicing their instrument and the amount of time they reported practicing their instrument per week, and (d) the effect of grade level, gender, instrument choice, and private lesson study on the students’ self-determination for practicing their instrument. Positive significant relationships ( p < .05) were found between middle school band student participants’ motivation to practice and (a) their years of experience playing their instrument, and (b) the amount of time spent practicing. Significant differences were also found for the variables (a) grade level for six of the seven self-determination subscales, (b) gender for two intrinsic and one extrinsic motivation subscales, (c) instrument for one intrinsic, two extrinsic, and the amotivation subscales, and (d) private lesson study for one intrinsic motivation and the amotivation subscales.

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36

Serrano de Santiago, Otoniel, Manuel Ramírez Chávez, Gabriel De Ávila Sifuentes, Mario Efrén Infante Espinosa, and Juan Javier Ramírez Valles. "SOCIOCULTURAL APPROACH: ADAPTATIONS FOR TEACHING ENGLISH AT MIDDLE SCHOOL." International Journal of Progressive Sciences and Technologies 25, no. 1 (March 5, 2021): 439. http://dx.doi.org/10.52155/ijpsat.v25.1.2811.

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English learning has changed its role in Mexican Education throughout the years. Recently, in 2011, but with initial proof programs since 2009, the Federal Office of Public Education in Mexico proposed the National English Program in Basic Education, which included K-9.National English Program was new for some states, while others had to migrate and adjust the ones they had. Recently in 2017 some adaptations were made, the most important was the name of the program, but maintained its essence. In Zacatecas state, there was not a background regarding English learning, at least for K-6 students. In middle school (7-9 grades) most of the schools have teachers. Currently there are still some struggles in Zacatecas, English teachers for K-6 have not been hired to cover all schools, although its number has been increasing since 2011.This situation has broadened the proficiency levels of English commonly obtained by students. The study was carried out in Middle School #48 in the city of Zacatecas considering three 7th grade groups. The research is a mixed study, which considered different information gathered during the 2017-2018 school year, the intervention was based on Vygotsky’s theory, and planning according to the National English Program, at the end of the school year, results were collected, demonstrating the importance of effective planning based on context and students’ abilities.

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37

Scales, Peter C. "Developmental Assets and the Middle School Counselor." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900205.

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Search Institute has identified 40 Developmental Assets™ that are building blocks of healthy development and success for children and adolescents. Young people's experience of most of these developmental assets declines over the middle school years. In this article, research is described showing the prevalence and impact of developmental assets among middle school students, and the power of the assets is connected to the developmental characteristics of young adolescents. The middle school counselor's role is described and suggestions given both for building assets in individual students and for helping to shape a positive school climate that promotes developmental well-being through the school community.

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38

Reyes, Laurie Hart, and George M. A. Stanic. "Research into Practice: Gender and Race Equity in Primary and Middle School Mathematics Classrooms." Arithmetic Teacher 35, no. 8 (April 1988): 46–48. http://dx.doi.org/10.5951/at.35.8.0046.

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A number of concerns have been expressed about the mathematics performance of all students in our schools (see, e.g., McKnight et at. [1987]), but the performance of certain groups is particularly trouble-some. For example, on standardized tests of mathematics achievement, Hispanic students and black students consistently score below their white counterparts during the primary and middle school years. In addition, although female students perform at least as well as male students during the primary school years, some evidence suggests that gender differences in favor of boys begin to appear during the middle school years, particularly on problem-solving and applications task. Are female students black, and Hispanics naturally less able in mathematics? Or do families, schools, and the create of society offer experiences that create these differences? Individual differences in mathematics performance are normal, inevitable. and obviously related to natural ability; but no reason exists to believe that female students, blacks, and Hispanics, as groups, are by nature less able in mathematics. The problem is one of equity.

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Heubeck, Bernd, and Carmel O'sullivan. "An Exploration into the Nature, Frequency and Impact of School Hassles in the Middle School Years." Australian Psychologist 33, no. 2 (July 1998): 130–37. http://dx.doi.org/10.1080/00050069808257394.

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40

Moody, William B. "A Program In Middle School: Problem Solving." Arithmetic Teacher 38, no. 4 (December 1990): 6–11. http://dx.doi.org/10.5951/at.38.4.0006.

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Recent literature concerned with the mathematics curricula for the elementary and middle school grades has st ressed the need for inclusion of more acti vitie involving problem solving and meaningful computational instruction. The authors of Curriculum and Elvaluarion Srandards for School Marhemarics (Srandards) (NCTM 1989) encourage the development of “an individual's abilities to explore. conjecture. and reason logically. as well a the ability to use a variety of mathematical methods to solve nonroutine problems.” (p. 5) They plea for intuitive approache to solving problem in the middle chool years as a foundation for solving problems in algebra. Mathematic competitions can be one way to create opportunities for developing interest and skill in problem olving and dealing with nonroutinc problems.

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41

Lu, Ting, Ling Li, Li Niu, Shenghua Jin, and Doran C. French. "Relations between popularity and prosocial behavior in middle school and high school Chinese adolescents." International Journal of Behavioral Development 42, no. 2 (January 11, 2017): 175–81. http://dx.doi.org/10.1177/0165025416687411.

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The concurrent and longitudinal associations between popularity, likeability, and prosocial behavior were evaluated in this three-year study of middle school and high school Chinese adolescents. The initial sample included 766 middle school (mean age = 13.3 years) and 668 high school participants (mean age = 16.6 years); there were 880 (399 girls) middle school and 841 (450 girls) adolescents who participated in at least one year of data collection. Significant positive associations between popularity, prosociality, and academic achievement were found. Both popularity and likeability concurrently predicted significant unique variance in prosocial behavior after controlling for academic achievement; longitudinal cross-lagged analyses revealed bi-directional associations between popularity and prosocial behavior such that popularity positively predicted subsequent prosocial behavior and prosocial behavior predicted subsequent popularity. Cross-cultural research on popularity may profitably focus on variation in prosocial behavior as the relative salience of coercive and prosocial control strategies may vary across cultures.

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42

Crocker, Linda, Alicia Schmitt, and Linda Tang. "Test Anxiety and Standardized Achievement Test Performance in the Middle School Years." Measurement and Evaluation in Counseling and Development 20, no. 4 (January 1988): 149–57. http://dx.doi.org/10.1080/07481756.1988.12022865.

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Scagliarini, Richard. "Reforming the Middle Years Curriculum in an International School: A Naturalistic Inquiry." Journal of Research in International Education 8, no. 2 (July 20, 2009): 232. http://dx.doi.org/10.1177/14752409090080020703.

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44

Zierold, K. M. "Summer work and injury among middle school students, aged 10-14 years." Occupational and Environmental Medicine 61, no. 6 (June 1, 2004): 518–22. http://dx.doi.org/10.1136/oem.2003.010546.

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45

Cobb, R. Brian, Stacey Abate, and Dennis Baker. "Effects of 4X4 Block Scheduling." education policy analysis archives 7 (February 8, 1999): 3. http://dx.doi.org/10.14507/epaa.v7n3.1999.

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The effects of a 4 X 4 block scheduling program in a middle school on a variety of student measures were investigated. These measures included standardized achievement tests in mathematics, reading, and writing, cumulative and semester grades in middle school and high school, attendance rates, and enrollment rates in advanced high school courses (in mathematics only). The block scheduling program had been in effect for four years allowing analyses of current middle and high school students who had experienced a minimum of one and one-half years of block scheduling while in middle school. The primary research design was a post-test only, matched pairs design. Students were matched on school characteristics, gender, ethnicity, grade level, and 5th grade standardized reading scores. Results were relatively consistent with the extant literature and generally positive.

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Akos, Patrick, Marie Shoffner, and Mark Ellis. "Mathematics Placement and the Transition to Middle School." Professional School Counseling 10, no. 3 (February 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000304.

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The transition to middle school has been a frequent research topic in recent years. The findings have highlighted both the significant risk and opportunity for school counselor intervention in the transition. One particularly important component of the multifaceted transition is course placement. The importance and influence of mathematics and mathematics placement and the role of the school counselor in this process are outlined. Specifically, pilot data that underscore the importance of school counselor collaboration with parents and mathematics faculty are presented.

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Given, Holly, Amanda Neitzel, Ahmed Shakarchi, and Megan Collins. "School-level Factors and Consent Form Return Rate in a School-based Vision Program." Health Behavior and Policy Review 8, no. 2 (April 2021): 148–58. http://dx.doi.org/10.14485/hbpr.8.2.5.

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Objective: School-based vision programs provide care directly in schools. Parental consent is typically required for student participation. In this paper, we examine school-level factors associated with consent form return. Methods: We included 123 schools served by a vision program in Baltimore, Maryland between the 2016-17 and 2018-19 school years. Multiple linear regression modeling was used to examine the associations between consent return rate and school type (elementary, elementary/middle or middle school), school size, student attendance, student mobility, percent of students in special education, poverty (percent eligible for free and reduced-price lunch), teacher qualifications, parent response rate to annual school climate survey, vision screening failure rate, and year of vision program participation (cohort). Results: The final model explained 26.2% of variability in consent return rate. Overall consent return rate was 57.8% (range 9.4%-100%). School size (β = -2.419, p < .01) and cohort (βCohort2 = 11.988, p < .01) were significantly associated with consent rate. Whereas poverty (β = 0.225, p < .10) and mobility (β = -0.647, p < .10) were relevant, they did not reach statistical significance. Conclusions: School-level factors are significantly associated with consent form return rates. School-based vision programs should consider additional measures to increase consent form return, especially in larger schools and schools with high rates of student mobility.

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Nithyanandham Masilamani and Dhanraj Ganapathy. "Awareness on harmful effects of smoking in middle school children." International Journal of Research in Pharmaceutical Sciences 11, SPL3 (September 18, 2020): 866–69. http://dx.doi.org/10.26452/ijrps.v11ispl3.3039.

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Consumption of cigarettes and similar tobacco items and tobacco smoking are the world's largest common preventable of death. Multiple studies have observed that the overall life expectancy of a person dying from tobacco-related illnesses is 15 years quicker than those dying from natural deaths. Hence this study was done to assess the awareness on harmful effects of smoking in middle school children. This was a questionnaire-based cross-sectional type of study comprising 100 middle schools aged between 10-15 years in Chennai. A self-administered questionnaire containing 10 questions eliciting information on the awareness of the harmful effects of smoking among middle school students were circulated. The collected responses were tabulated and analysed.95% of students are not smokers and 5% smoke to get pleasure. 94% of students are not aware that smoking causes cancer and it is injurious to health. 68% feel the parental influence and 32% feel peer influence to be the reasons for smoking. 86% were not aware of smoking cessation therapy. The results of this study illustrate the need to increase understanding of the health consequences of smoking in middle school students. In order to promote quitting, especially in rural areas, where rates of education and health literacy are lower and where health services are less available, educational programs are an essential way to increase awareness.

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Reys, Barbara J., and Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider." Mathematics Teacher 97, no. 2 (February 2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.

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Kerr, Zachary Y., Nelson Cortes, Jatin P. Ambegaonkar, Amanda M. Caswell, Matt Prebble, Kaitlin Romm, and Shane V. Caswell. "The Epidemiology of Injuries in Middle School Football, 2015-2017: The Advancing Healthcare Initiatives for Underserved Students Project." American Journal of Sports Medicine 47, no. 4 (February 25, 2019): 933–41. http://dx.doi.org/10.1177/0363546518825361.

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Background: Although data exist on injuries in youth football leagues, there are limited recent data on injury incidence in middle school football. Updated injury incidence estimates can help drive the development of injury prevention strategies. Purpose: Describe the epidemiology of injuries in middle school football during school years 2015-2016 to 2017-2018. Study Design: Descriptive epidemiology study. Methods: Data originated from 9 public middle schools in Virginia during school years 2015-2016 to 2017-2018. Certified athletic trainers collected injury and athlete-exposure (AE) data from school-sanctioned games and practices in boys’, football. Injury counts and rates per 1000 AEs were calculated. Injury rate ratios with 95% CIs compared rates between games and practices. Results: Overall, 664 middle school boys’, football injuries were reported, leading to an overall injury rate of 20.54 per 1000 AEs (95% CI, 18.98-22.11). The time loss injury rate (inclusive of injuries with participation restriction time ≥24 hours) was 9.28 per 1000 AEs (95% CI, 8.23-10.33). The injury rate was higher in competition than practice (36.19 vs 17.97 per 1000 AEs; injury rate ratio, 2.01; 95% CI, 1.69-2.40). Most injuries were to the head/face (competition, 20.6%; practice, 15.8%) and hand/wrist (competition, 18.8%; practice, 16.4%) and were diagnosed as contusions (competition, 30.9%; practice, 25.9%) and sprains (competition, 19.4%; practice, 12.6%). Competitions also had a large proportion of concussions (10.3%). Overall, 80.0% and 66.9% of injuries were due to contact in competition and practice, respectively; of these contact-related injuries, 62.1% and 41.6% were specifically player contact. Conclusion: Injury distributions parallel those found in previous research from middle school and other sport settings. Injury rates in middle school football were higher than those reported in previous findings in high school and college. However, caution must be taken when interpreting findings in relation to other surveillance systems with varying methodologies. Still, the findings highlight the need for injury prevention strategies within middle school football, particularly as related to contact-related mechanisms.

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