Academic literature on the topic 'Middle schooling teachers'
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Journal articles on the topic "Middle schooling teachers"
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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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Hudson, Suzanne. "Preservice Teachers’ Perceptions of their Middle Schooling Teacher Preparation." International Journal of Learning: Annual Review 16, no. 1 (2009): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46074.
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Hudson, Suzanne, Denise Beutel, Kylie Bradfield, and Peter Hudson. "Changing Perceptions of Preservice Teachers: Innovations in Middle Schooling Teacher Education." International Journal of Learning: Annual Review 17, no. 7 (2010): 99–112. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/47129.
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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.
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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Naz, Arab, Sajjad Hussain, Basharat Hussain, and Naqeeb Shah. "Gender Stereotyping In School And Its Impacts On Primary And Middle Level Schooling." Pakistan Journal of Gender Studies 10, no. 1 (March 8, 2015): 39–52. http://dx.doi.org/10.46568/pjgs.v10i1.224.
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Gender stereotypes play an important role in socialization and gender role formation in educational spheres. School environment, class room, teachers, class room environment, text books and curriculum present and portray the masculine ideology. School curriculum and text books are perpetuating a masculine and dominant trait which decreases female portrayal that effect their potentialities and capabilities at school level and even their empowerment in the larger social structure. Similarly, teacher’s attitudes and behavior in formation of student’s personality is also playing a pivotal role during the class and curriculum development. The current study thus investigates that how gender stereotypes developed during classroom, teaching of subjects, curriculum and text books. The data has been collected from 100 students of two primary and two middle schools selected through purposive sampling technique and the data was collected through structured interview schedule. The data has been analyzed through SPSS while both descriptive and inferential statistics has been utilized for discussion over the results. The study thus conclude that school text, curriculum, attitude of the teacher towards male students in the class are the major reasons promoting gender stereotypes which may affect women status and empowerment.
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Gunter, Helen. "Teachers in the middle, reclaiming the wasteland of the adolescent years of schooling." School Leadership & Management 29, no. 3 (July 2009): 333–34. http://dx.doi.org/10.1080/13632430902815461.
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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.
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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives
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Gallo, Sarah, and Holly Link. "“Diles la verdad”: Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood." Harvard Educational Review 85, no. 3 (September 1, 2015): 357–82. http://dx.doi.org/10.17763/0017-8055.85.3.357.
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In this article, Sarah Gallo and Holly Link draw on a five-year ethnographic study of Latina/o immigrant children and their elementary schooling to examine the complexities of how children, teachers, and families in a Pennsylvania town navigate learning within a context of unprecedented deportations. Gallo and Link focus on the experiences and perspectives of one student, his teachers, and his parents to explore how his father's detainment and potential deportation affected his life and learning across educational contexts such as home, school, and alternative educational spaces. In attending to the ways that this student effectively developed and deployed his knowledge of immigration outside of his classroom spaces, the authors explore the possibilities and tensions of creating safe spaces for students to draw on immigration experiences for learning in school. Rather than maintaining silence around issues of difference like immigration, they call for educational practices and policies that will better prepare educators to recognize and respond to students' politicized funds of knowledge, the experiences, knowledges, and skills young people deploy and develop across learning contexts that are often not incorporated into classroom settings.
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James, Carl. "Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School." Canadian Journal of Sociology 44, no. 4 (December 29, 2019): 373–98. http://dx.doi.org/10.29173/cjs29518.
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Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.
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Asim, Salman. "The Public School System in Sindh: Empirical Insights." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.
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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.
Dissertations / Theses on the topic "Middle schooling teachers"
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Beutel, Denise. "Teachers' understandings of pedagogic connectedness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16229/.
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This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers' conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.
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Neville, Mary, and not supplied. "Teaching multimodal literacy using the learning by design approach to pedgogy: case studies from selected Queensland schools." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070524.142437.
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This study uses qualitative research methodologies to explore the ways in which the Learning by Design framework facilitated the introduction of Multiliteracies and multimodal learning into the classrooms of three Queensland middle schooling teachers as they participated in a professional learning project during the second half of 2004. Recent Queensland education policy initiatives recognise the need for students to espand their 'lilterate' repertoires in this increasingly diverse cultural, linguistic, techno, and global-economic based society; an outcome that has drawn attention to the crucial role of professional learning in giving teachers the skills to produce curriculum and pedagogical designs in line with such a goal. While the documentation of conscious pedagogical choices in teachers' approaches to teaching and learning about Multiliteracies and subsequent classroom practice in Queensland has varied according to teachers' individual preferences and conte xts, this study aimed to investigate what differences occurred when teachers deployed the Learning by Design pedagogy to produce a deliberate articulation of the micro teaching and learning conditions necessary for multimodal learning. From the cross-case analysis and interpretation of the research data, five propositions have emerged: the relationahip between the depth and breadth of teacher expertise in multimodality and its effect on instruction/design, learner engagement and performance; the alignment of pedagogical choices to learning goals, pedagogical alignment to learner goals; pedagogical alignment to learner needs and dispositions; consideration of flexibility in preparation of learners in transition points during the middle years of schooling; and the importance of quality multi-supportive professional learning environments to produce reflective practitioners with genuine and purposeful new knowledge. In this research the effectivity of the Learning by Design pedagogical framework was found to be directly related to the extent of professional learning and expertise that teachers had developed in both multimodality and the theory and principles informing the Learning by Design framework itself. The teaching of multimodal literacy creates an enormous pedagogical challenge for teachers as well as students. The research raises important considerations, therefore, not only about pedagogy but about the importance of developing professional learning initiatives to euip teachers to achieve the policy goals set out in recent initiatives. The highlights the need for the development of an in-depth and wide-ranging approach to the issue of professional learning. It is clear from this research that the Learning by Design framework can be used to transform classroom practice. However, it is equally clear that there must be a greater emphasis on professional learning and more resources channelled into building the groundwork for these new teaching initiatives.
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Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
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Jennings, Robert Neville. "Transforming civics and citizenship education in the middle years of schooling : an exploration of critical issues informing teachers' theories of action /." 2003. http://eprints.jcu.edu.au/1238/1/01front.pdf.
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In the past decade there has been a revival of interest in civics and citizenship education at the national and global level. While the revival of interest has influenced all levels of education, this study has a particular focus on civics and citizenship education in the middle years of schooling. It recognises that classroom teachers are “policy actors” who make individual meaning out of official policies on civics and citizenship education. On the other hand, it recognises that teachers are also autonomous agents who sometimes act independently of “official knowledge”. The aim of the study is to identify critical issues informing teachers’ theories of action as they seek to engage young adolescents in meaningful learning experiences. The study is based on the assumption that young adolescents between the ages of 10 and 14 have specific needs and characteristics that present unique challenges for teachers of civics and citizenship education. The study uses a case study approach based on a selection of schools in Northern NSW and South Eastern Queensland. Participating teachers in an inner reference group conducted action research projects to investigate their theories of action in relation to civics and citizenship education. Data were also collected from an outer reference group of critical friends comprising teachers in other schools, teacher educators, consultants and trainee teachers sharing an interest in citizenship education. The study seeks to redress a perceived gap in the research literature about the knowledge, pedagogical skills and attitudes needed by teachers to make civics and citizenship education more meaningful for young adolescents. The study is founded on a conceptual framework of “critical theory” (Habermas, 1972; Fay, 1987; Carr and Kemmis, 1993). Critical theory provides a basis for understanding the critically reflective skills of teachers and also provides an epistemological base for the critical action research methodology used in the study (Kemmis and McTaggart, 2000). A series of semi-structured interviews with participating teachers over periods of one to three years provides a primary source of data on how teachers approach civics and citizenship education and the critical issues that inform their theories of action. Data are also collected by means of direct observation, keeping of professional journals and content analysis of policy and syllabus documents. Analysis of the data reveals three sets of critical issues: the first resulting from teachers’ self reflection; the second identifying teachers’ response to “official knowledge”; and the third identifying opportunities for transformative action. An analytical model is used to portray the relationships between critical issues that influence teachers’ theories of action when they engage young adolescents in civics and citizenship education. The analysis identifies the critical issues that teachers of young adolescents face as they move from a concern to reproduce society towards a concern to transform society through civics and citizenship education programs. The study contains critical reflections on the research process and on the process of providing education for democracy. A practical outcome of the study is a set of guidelines for professional development programs seeking to develop a critical pedagogy of civics and citizenship education in the middle years of schooling.
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Cook, Eloise R. "Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts." Thesis, 2018. https://doi.org/10.7916/D8BP1KQV.
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Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator must develop diverse cultural competencies and also recognize oneself as a racialized participant in a system of racial inequity. The demographics of an overwhelmingly White teaching force and increasingly diverse student body creates both need and opportunity to understand the development of White multicultural educators.
This is a case study of two White, female, middle-class first-year urban teachers who had completed a social justice-oriented preparation program. Written reflections, interviews, and focus groups captured teachers’ perspectives on their first-year intercultural, urban teaching experiences. Findings illuminated experiences with cultural disequilibrium, culturally relevant teaching, critical consciousness, learning to teach, relationships, and navigating institutional knowledge.
Teachers negotiated cultural disequilibrium by both seeking new cultural knowledge, and seeking or creating experiences more consistent with schooling they experienced as students. Culturally relevant teaching emerged through teachers’ critiques of academic policy and practices that disadvantaged their students, yet were coupled with constraints that inhibited cultural synchronization in classrooms. Student achievement was considered a primary responsibility, but teachers were frustrated by accountability to fill perceived large academic gaps. Teachers simultaneously participated in and critiqued the dominant structures, stereotypes, and narratives in place in their schools
Teachers viewed themselves as life-long learners and valued foundational preservice experiences and school-based relationships to build knowledge of teaching. Teachers understood the value of relationships with families and students yet felt constrained in developing those relationships to enhance culturally relevant teaching practices. Teaching in a culture of high stakes accountability and monitoring stifled innovative teaching.
Implications for teacher supports during induction include preparing teachers to enter the induction process with an experience bank and foundational critical consciousness from which they can build in new contexts, providing opportunities for teachers to build community- and school-based knowledge and relationships as early as possible, and providing supportive mentoring that guides teachers’ critical consciousness in their new school contexts.
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Hamilton, Mauricette Ann. "We grow in the shade of each other a study of connectedness, empowerment and learning in the Middle years of schooling /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp95.29052006/index.html.
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Thesis (EdD)--Australian Catholic University, 2005.Submitted in total fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 220-230. Also available in an electronic format via the internet.
Books on the topic "Middle schooling teachers"
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McInerney, Peter, and John Smyth. Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling (Adolescent Cultures, School and Society). Peter Lang Publishing, 2006.
Find full textBook chapters on the topic "Middle schooling teachers"
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Graham, Patricia Albjerg. "Assimilation: 1900–1920." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0006.
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Alively, Towheaded, Eight-Year-Old Boy shivered with dread and excitement on a cool morning in September 1900 in Ottertail County, Minnesota, as he headed for his first day of school. His older brother, Mads, and his older sister, Esther, had already attempted this venture, and neither had liked it at all. For many, not only the first day of school but latter days as well were a harrowing experience. Subsequently his six younger brothers and sisters would make the same journey, and most of them would not like it either. His father offered one piece of advice in Danish, the only language spoken in the family, “When the teacher looks at you, stand up and say, ‘My name is Victor Lincoln Albjerg.’” That was his preparation for schooling in America. His parents’ concession to his need for Americanization was his middle name; they offered few others. Victor Lincoln Albjerg was my father. Little Victor followed his father’s advice precisely, and when the teacher turned to him, he rose and replied as his father had instructed. Derisive laughter from his fellow students and a frown from the teacher greeted him. Confused and embarrassed, he sat immediately, and understood why Mads and Esther had sought to avoid school. Obviously the teacher had asked him something other than his name, but, since she spoke English and he spoke only Danish, he had no idea what she had said. The teacher, on the other hand, recognized that her preeminent task was to teach her pupils English, and to do so she forbade them from speaking their family language to each other in the school or schoolyard. The sharp rap of the birch rod met such infractions. Despite his inauspicious beginning, Victor prospered in the school, more than his father wished. Victor’s father believed in schooling only within “thrifty limits,” by which he meant a modicum of English and arithmetic and perhaps a bit else but not enough to give students an appetite for further book learning that might take them away from their local environment. As his father feared, Victor, unlike his brothers, did not want to return to the family farm. As he expressed it, “I wanted to be somebody—a rural schoolteacher.”