Relevant bibliographies by topics / Middle schooling

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Middle schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Middle schooling"

1

Poyatos Matas, Cristina, and Susan M. Bridges. "Multicultural Capital in Middle Schooling." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 2 (2008): 1–18. http://dx.doi.org/10.18848/1447-9532/cgp/v08i02/39548.

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Heiman, Tali. "Inclusive Schooling-Middle School Teachers' Perceptions." School Psychology International 22, no. 4 (November 2001): 451–62. http://dx.doi.org/10.1177/0143034301224005.

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Barratt, Robyn. "Middle schooling — a challenge for policy and curriculum: Findings of the National Middle Schooling Project Report." Set: Research Information for Teachers, no. 2 (August 1, 1998): 1–4. http://dx.doi.org/10.18296/set.0853.

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Devine, Dympna, Mike Savage, and Nicola Ingram. "White middle class identities and urban schooling." British Journal of Sociology of Education 33, no. 2 (February 21, 2012): 303–14. http://dx.doi.org/10.1080/01425692.2012.649843.

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Maguire, Meg. "White middle-class identities and urban schooling." Journal of Education Policy 28, no. 3 (May 2013): 405–8. http://dx.doi.org/10.1080/02680939.2013.766530.

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Anderman, Eric M., and Martin L. Maehr. "Motivation and Schooling in the Middle Grades." Review of Educational Research 64, no. 2 (June 1994): 287–309. http://dx.doi.org/10.3102/00346543064002287.

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Cesarone, Bernard. "ERIC/EECE Report: Effective Middle Level Schooling." Childhood Education 73, no. 5 (August 1997): 327–29. http://dx.doi.org/10.1080/00094056.1997.10521130.

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Wigfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 14, no. 2 (May 1994): 102–6. http://dx.doi.org/10.1177/027243169401400202.

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Wlgfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 15, no. 1 (February 1995): 5–8. http://dx.doi.org/10.1177/0272431695015001002.

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Ali, Elias, and Ronald H. Heck. "Comparing the Contexts of Middle-Grade Schools, Their Instructional Practices, and Their Outcomes." NASSP Bulletin 96, no. 2 (May 6, 2012): 93–118. http://dx.doi.org/10.1177/0192636512444715.

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The purpose of this study is to describe an alternative means of estimating school effectiveness, referred to as an “absolute year” of schooling and demonstrate its usefulness as a measure of school effectiveness in the middle grades. More specifically, the study investigated (a) whether the absolute schooling effect in math and reading outcomes varied across a statewide sample of 53 secondary schools (e.g., middle, intermediate) and (b) whether differences in school variables explained the variability in the absolute-schooling effect.
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Dissertations / Theses on the topic "Middle schooling"

1

Litke, Cary Del. "Virtual schooling at middle grades, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34683.pdf.

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Webb, R. "Developing information skills in the middle years of schooling." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380974.

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Wilson, Leigh Herbert Alexander. "Keeping up and keeping out: Mapping middle class schooling." Thesis, Wilson, Leigh Herbert Alexander (1996) Keeping up and keeping out: Mapping middle class schooling. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51379/.

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This thesis investigates the role of middle class schooling in patterns of social disadvantage and privilege. The outstanding performance of a group of government secondary schools at tertiary entrance examinations is widely recognised in Western Australia and is reflected when these schools are popularly described as "Superschools". The practices behind the success of these schools and the systemwide effects created by that success provoke the consideration of a range of issues. A critical methodology is used in providing a comprehensive explanation of the phenomenon of high achieving government schools and involves: Conceptual and economic analyses of class in Australia; a geographic analysis of urban space in the Perth metropolitan area as it relates to class and government secondary schools; an historical analysis of changing government policies for school boundaries and curricula, and; an ethnographic analysis of one of the Superschools in the form of locally-based interviews and document analysis. Evidence is presented identifying a middle class which has been able to exploit opportunities in creating non-fee-paying "Superschools" as educational sites where tertiary entrance examination performance is optimised. The achievement at a level comparable to expensive private schools by these middle class government schools has influenced wider patterns of privilege and disadvantage in education. It masks the real discrepancy in the overall performance between private fee-paying and government non-fee-paying secondary school systems and at the same time is related to the constraints on educational opportunities available to students in other government schools in less affluent areas. Significantly, despite the rhetoric of meritocracy and freedom of choice, urban space provides an arena where economic structures and social practices intersect producing differentiated opportunities and choices in education.
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Copping, Warren. "Middle schooling and scientific literacy : bringing the students to science." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63597/1/Warren_Copping_Thesis.pdf.

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This study is about young adolescents' engagement in learning science. The middle years of schooling are critical in the development of students' interest and engagement with learning. Successful school experiences enhance dispositions towards a career related to those experiences. Poor experiences lead to negative attitudes and rejection of certain career pathways. At a time when students are becoming more aware, more independent and focused on peer relationships and social status, the high school environment in some circumstances offers more a content-centred curriculum that is less personally relevant to their lives than the social melee surrounding them. Science education can further exacerbate the situation by presenting abstract concepts that have limited contextual relevance and a seemingly difficult vocabulary that further alienates adolescents from the curriculum. In an attempt to reverse a perceived growing disinterest by students to science (Goodrum, Druhan & Abbs, 2011), a study was initiated based on a student-centred unit designed to enhance and sustain adolescent engagement in science. The premise of the study was that adolescent students are more responsive toward learning if they are given an appropriate learning environment that helps connect their learning with life beyond the school. The purpose of this study was to examine the experiences of young adolescents with the aim of transforming school learning in science into meaningful experiences that connected with their lives. Two areas were specifically canvassed and subsumed within the study to strengthen the design base. One area that of the middle schooling ideology, offered specific pedagogical approaches and a philosophical framework that could provide opportunities for reform. The other area, the construct of scientific literacy (OECD, 2007) as defined by Holbrook and Rannikmae, (2009) appeared to provide a sense of purpose for students to aim toward and value for becoming active citizens. The study reported here is a self-reflection of a teacher/researcher exploring practice and challenging existing approaches to the teaching of science in the middle years of schooling. The case study approach (Yin, 2003) was adopted to guide the design of the study. Over a 6-month period, the researcher, an experienced secondary-science teacher, designed, implemented and documented a range of student-centred pedagogical practices with a Year-7 secondary science class. Data for this case study included video recordings, journals, interviews and surveys of students. Both quantitative and qualitative data sources were employed in a partially mixed methods research approach (Leech & Onwuegbuzie, 2009) dominated by qualitative data with the concurrent collection of quantitative data to corroborate interpretations as a means of analysing and developing a model of the dynamic learning environment. The findings from the case study identified five propositions that became the basis for a model of a student-centred learning environment that was able to sustain student participation and thus engagement in science. The study suggested that adolescent student engagement can be promoted and sustained by providing a classroom climate that encourages and strengthens social interaction. Engagement in science can be enhanced by presenting developmentally appropriate challenges that require rigorous exploration of contextually relevant learning environments; supporting students to develop connections with a curriculum that aligns with their own experiences. By setting an environment empathetic to adolescent needs and understandings, students were able to actively explore phenomena collaboratively through developmentally appropriate experiences. A significant outcome of this study was the transformative experiences of an insider, the teacher as researcher, whose reflections provide an authentic model for reforming pedagogy. The model and theory presented became an adjunct to my repertoire for science teaching in the middle years of schooling. The study was rewarding in that it helped address a void in my understanding of middle years of schooling by prompting me to re-think the notion of adolescence in the context of the science classroom. This study is timely given the report "The Status and Quality of Year 11 and 12 Science in Australian Schools" (Goodrum, Druhan & Abbs, 2011) and national curricular changes that are being proposed for science (ACARA, 2009).
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Paris, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.

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Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
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Menzies, Victoria Jane, and n/a. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.101749.

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The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
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Demarte, Adele Louise, and adele@rahna com. "Middle Years of Schooling: The pressures on rural adolescents to achieve academically." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080208.145838.

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Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students facing the Middle Years of Schooling. The study was carried out over a 6 month period using a Naturalistic Inquiry process with semi-structured interviews and participant observation. This allowed access into the participants' subjective insights. A Collective case study approach was employed to situate the information in its holistic environment and offer thick and information rich narratives depicting the experiences of these early adolescents. The case studies also involved examination of the school experiences of the early adolescents. Academic pressure was then broadly viewed in light of these experiences and recommendations offered. The findings from this research revealed that the early adolescents in the study all experienced degrees of academic pressure and demonstrated varied abilities to cope with these pressures. External support provided by parents, the school, teachers and peers tended to provide support more than fostering resilience.
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Faulkner, Val, and N/A. "Adolescent literacies, middle schooling and pedagogic choice: Riverside's response to the challenge." University of Canberra. Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20050411.094459.

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This study looks at the ways in which middle schooling initiatives (particularly notions such as 'authentic pedagogy') are impacting on teachers' pedagogic choices and practices especially in the area of literacy teaching. There has been no research to date which explores the linkages between curriculum/school reform such as proposed in middle schooling initiatives and choices/practices demonstrated by teachers caught up in this initiative in particular schools. My research attempts to theorise the connection between crucial features of middle school reform, teacher decisions and practices in the classroom and their impact on students' own learning/adolescent literacies. I assume that if the reform is to have continuity and to contribute to higher levels of adolescent engagement and deep learning, it needs to support and facilitate certain kinds of decisions and practices in the school and classroom environments. Where I find evidence of engagement, sustained/substantial conversation across lessons, within lessons and 'deep learning' in transdisciplinary work by students, then it is fair to say that middle schooling is working for students and teachers. Where I find little or no evidence of these things, then it is necessary to apply a critical and constructive reading of reform initiatives. This critical and constructive reading attempts to outline the necessary and sufficient conditions which must be in place in schools if middle schooling is to thrive and to make the difference in young peoples' school lives it claims to make. My research is a contribution to the sustained and substantial conversation that is so necessary to middle schooling reform. Many previous studies surrounding middle schooling have remained at the level of "description". These commentaries either support or oppose the reform initiative. In making a commitment to move beyond description, generated by participant observation and ethnographic conversations, to also involve extensive D/discourse analysis (Gee, 1999; Bernstein, 1990) of pedagogic practice, this thesis sought to develop an awareness of the notion of authentic literacy pedagogy through close analysis of pedagogic choice enacted in three middle school homerooms. A further significance lies in the perspectives that it offers on adolescent literacies. The data collected raised questions about the "actual" impact of the middle school reform initiative at one school, Riverside', how this approach to schooling for young adolescents impacts on the way that teachers and students construct literacies; and whether or not these constructions are mindful of the range of those "private" and "public" literacies found in the multiple life-worlds of adolescents (Phelps, 1998). It challenges some "myths" about literacy pedagogic transformation linked to middle schooling, as well as, highlights those factors, both physical and intrinsic, that impact on reform initiatives and change. Acknowledgement of the need to engage in a theorisation of adolescent literacies that moves beyond the current narrow macro-level D/discourse agenda, which focuses on the "public" school-based literacies, also emerged. This highlights those tensions that exist between the macro, meso and micro educational environments when considering what it means to be "literate" for young adolescents. The study also highlights those disjunctions and tensions found within the progressivist middle school approach. As a result there are a number of implications that emerge. These are linked to the preparation of pre-service teachers; a concern for the physical/material landscape of middle schools; the establishment of Learning Circles as critical in creating the "ferment of change"; the need to continue theorising the notion - adolescent literacies; the need to link professional learning for teachers to those phases of pedagogic change highlighted as part of the reform process; as well as an acknowledgement of the importance of the need to support the development of more authentic pedagogies.
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Menzies, Victoria Jane. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365864.

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The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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Priest, Hardev K. "Parent involvement in middle years schooling : a comparison of student and parent perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23463.pdf.

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Books on the topic "Middle schooling"

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Reay, Diane, Gill Crozier, and David James. White Middle-Class Identities and Urban Schooling. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501.

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Two cultures of schooling: The case of middle schools. London: Falmer Press, 1986.

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Carrington, Victoria. Rethinking middle years: Early adolescents, schooling and digital culture. Crows Nest, NSW: Allen & Unwin, 2006.

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Webb, Rosemary. Developing information skills in the middle years of schooling. Norwich: University of East Anglia, 1987.

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1948-, Carrington Bruce, and Troyna Barry, eds. Children and controversial issues: Strategies for the early and middle years of schooling. London: Falmer Press, 1988.

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Curricula, Catholic Heritage. CHC lesson plan guide for the middle school years: Educating for eternity! Twain Harte, CA: Catholic Heritage Curricula, 2005.

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Dixon, Jill J. The complete career, college, and high school guide for homeschoolers: Includes middle school through adult. [Savannah, GA: Diagnostic Prescriptive Services, 2007.

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Brainerd, Lee Wherry. Homeschooling your gifted child: Language arts for the middle school years. New York: LearningExpress, 2002.

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Brainerd, Lee Wherry. Basic skills for homeschooling: Language arts and math for the middle school years. New York: LearningExpress, 2002.

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Lightning Literature & Composition: American literature: mid-late 19th century. 3rd ed. Washougal, WA: Hewitt Educational Resources, 2003.

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Book chapters on the topic "Middle schooling"

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Stern, Julian. "School Leadership: Caute in the Middle." In A Philosophy of Schooling, 103–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71571-1_6.

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Sherington, Geoffrey, and Craig Campbell. "Middle-Class Formations and the Emergence of National Schooling: A Historiographical Review of the Australian Debate." In Transformations in Schooling, 15–39. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603462_2.

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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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Reay, Diane, Gill Crozier, and David James. "White Middle-Class Identity Formation: Theory and Practice." In White Middle-Class Identities and Urban Schooling, 11–22. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_2.

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Reay, Diane, Gill Crozier, and David James. "Reinvigorating Democracy: Middle-Class Moralities in NeoLiberal Times." In White Middle-Class Identities and Urban Schooling, 145–62. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_9.

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Reay, Diane, Gill Crozier, and David James. "Introduction: The White Middle-Classes in the Twenty-First Century — Identities Under Siege?" In White Middle-Class Identities and Urban Schooling, 1–10. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_1.

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Reay, Diane, Gill Crozier, and David James. "Conclusion." In White Middle-Class Identities and Urban Schooling, 163–67. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_10.

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Reay, Diane, Gill Crozier, and David James. "Family History, Class Practices and Habitus." In White Middle-Class Identities and Urban Schooling, 23–43. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_3.

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Reay, Diane, Gill Crozier, and David James. "Habitus as a Sense of Place." In White Middle-Class Identities and Urban Schooling, 44–60. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_4.

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Reay, Diane, Gill Crozier, and David James. "Against-the-Grain School Choice in Neoliberal Times." In White Middle-Class Identities and Urban Schooling, 61–81. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230302501_5.

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Conference papers on the topic "Middle schooling"

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Yeasmin, Sabina, Md Mianoor Rahman, and CRK Murthy. "Assessing Students’ Attitudes on OER-based Open Schooling for Non-Residents Bangladeshis (NRBs) in the Middle East Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3459.

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Now-a-days, open educational resources (OER) have been very powerful tool for imparting education in a cost-effective way for the students of diverse location. In line with this, Open School of Bangladesh Open University implements programmes for the non-resident Bangladeshis (NRBs) in the Middle East countries for skilling them using the OER. The aim of the present study is to assess the attitudes of students towards OER-based open schooling for the NRBs. The study used a survey approach to determine attitudes of 93 students towards OER-based open schooling. Attitude towards OER-based learning scale developed was used to collect the data. The findings of the study have been analyzed and discussed in details in the paper. The findings of the study reveal that there exists no significant difference in attitude towards online learning with respect to geographical dispersion. The findings of the study further reveal that use of self-integrated technologies has a significant effect on students’ attitude towards OER-based learning.
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Xie, Youru, Ningwei Sun, Xiaoyan Mei, Zhisheng Kong, and Lam-For Kwok. "Research of English Oral Communication Ability Cultivating Model in Junior Middle School Based on E-Schoolbag." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.59.

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Reports on the topic "Middle schooling"

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Danon, Alice, Jishnu Das, Andrea de Barros, and Deon Filmer. Cognitive and Socioemotional Skills in Low-Income Countries: Measurement and Associations with Schooling and Earnings. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/126.

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We assess the reliability and validity of cognitive and socioemotional skills measures and investigate the correlation between schooling, skills acquisition, and labor earnings. Our primary data from Pakistan incorporates two innovations related to measurement and sampling. With regard to measurement, we developed and implemented a battery of instruments intended to capture cognitive and socioemotional skills among young adults. With regard to sampling, we use a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38% of respondents left their native villages. We first show that in terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. We then document that in our data (a) more years of schooling are correlated with higher cognitive and socioemotional skills; (b) labor earnings are correlated with cognitive and socioemotional skills as well as years of schooling and; (c) the earnings-skills correlations depend on respondents’ migration status. The magnitude of the correlations between schooling and skills on the one hand and earnings and skills on the other is consistent with a widespread concern that such skills are underproduced in the schooling system.
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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.
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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.
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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reach their full potential. Within this movement for girls’ education, much attention is focused on the unique challenges adolescent girls face, and on programmes to help girls stay in school. But designing interventions without sufficient understanding of the drivers of adolescent girls’ challenges will leave policy makers frustrated and girls unaided. To help adolescents reach their full potential, we must first understand what is undermining their progress in the first place. Understanding learning trajectories (how much children learn over time) is key to helping both today’s and tomorrow’s adolescent girls. This insight note briefly explains what learning trajectories are and then offers six analytical insights about learning trajectories that can inform education systems reforms to ensure that every girl meets her full potential.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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