Journal articles: 'Middle secondary school'

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Akos, Patrick, Heidi Schuldt, and Meg Walendin. "School Counselor Assignment in Secondary Schools." Professional School Counseling 13, no. 1 (October 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300101.

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Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

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Gurr, David, and Lawrie Drysdale. "Middle‐level secondary school leaders." Journal of Educational Administration 51, no. 1 (January 25, 2013): 55–71. http://dx.doi.org/10.1108/09578231311291431.

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Stropkovics, Kaleb Lo. "Reciprocal Learning: Academic Supports in Middle and Secondary Schools." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 59–69. http://dx.doi.org/10.22329/jtl.v13i1.5992.

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This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.

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Campbell, N. Jo. "Computer Anxiety of Rural Middle and Secondary School Students." Journal of Educational Computing Research 5, no. 2 (May 1989): 213–20. http://dx.doi.org/10.2190/ahnn-bbcw-c4kj-gar0.

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This study was conducted to investigate the effects of sex and school level on the computer anxiety of rural middle school and secondary students when home availability and school use of computers are controlled. A total of 1,067 students in middle and secondary grades in six rural school districts participated in the study. The instrument used was the Computer Anxiety Scale with Cronbach's reliability coefficients ranging from .83 to .91, depending on the school level of the students. Sex and school level differences were found in home availability, but not in school use of computers. The findings suggest computer anxiety is not affected by sex or school level when home availability and school use of a computer is statistically controlled.

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Lane, Kathleen Lynne, Wendy Peia Oakes, Emily D. Cantwell, David J. Royer, Melinda M. Leko, Christopher Schatschneider, and Holly Mariah Menzies. "Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools." Journal of Emotional and Behavioral Disorders 27, no. 2 (January 22, 2018): 86–100. http://dx.doi.org/10.1177/1063426617744746.

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In this article, we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use at the middle ( N = 2,313 from four middle schools) and high ( N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE scores (particularly those with externalizing behaviors) were likely to have lower grade point averages, fail more courses, have more nurse visits, and spend more time in in-school suspensions compared with students at low risk for externalizing and internalizing behaviors. Education implications, limitations, and future directions are presented.

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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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Pachange, Priyanka Narayanrao, J. V. Dixit, Arjun M. C., and Akhil Dhanesh Goel. "Quality of Life among Middle and Secondary School Children with Epilepsy." Journal of Neurosciences in Rural Practice 12, no. 03 (March 24, 2021): 490–94. http://dx.doi.org/10.1055/s-0041-1725242.

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Abstract Objectives Epilepsy is a leading cause of disability in school-going children. The objectives of this study were to estimate the prevalence of epilepsy in middle and secondary school children and to assess their quality of life (QOL). Materials and Methods This was a cross-sectional study done in schools under the municipal corporation area of Latur Taluka, Maharashtra. At school, children were screened for epilepsy and the positive children were visited at home. Children with confirmed epilepsy were used to calculate prevalence. The QOL of children diagnosed to have epilepsy was assessed using Quality of Life in Childhood Epilepsy Questionnaire (QOLCE-55) version 1.0. Statistical Analysis Mean scores in scales and subscales of QOLCE-55 were calculated. Association between variables was analyzed using unpaired/independent t-test and analysis of variance. Statistically significance was fixed for a p-value less than 0.05. Results Prevalence of epilepsy in middle and secondary school children was found to be 3.20 per 1000. In QOLCE-55, physical functioning was the most compromised, with the lowest mean QOL score (mean = 58.3, standard deviation = 20.66). Present age of the child, age at the first seizure episode, and time interval since last seizure had a statistically significant relation with QOL. The treatment gap was found to be 70.4%. Conclusions Assessment of QOL in children with epilepsy is important for effective and comprehensive management of epilepsy.

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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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Lee, Daniel E., and Jack A. Garrett. "Academic Freedom in the Middle and Secondary School Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 78, no. 6 (July 2005): 267–68. http://dx.doi.org/10.3200/tchs.78.6.267-268.

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Grittner, Frank M. "Establishing Continuity Between Elementary, Middle and Secondary School Programs." Foreign Language Annals 23, no. 4 (September 1990): 293–95. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00373.x.

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Olszewski-Kubilius, Paula, and Lisa Limburg-Weber. "Options for Middle School and Secondary Level Gifted Students." Journal of Secondary Gifted Education 11, no. 1 (August 1999): 4–10. http://dx.doi.org/10.4219/jsge-1999-615.

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Velichko, Marina. "PSYCHOLOGICAL MEANING AND MAIN CAUSES OF MOBBING AMONG CHILDREN OF SECONDARY SCHOOL AGE." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 21–24. http://dx.doi.org/10.17721/bsp.2019.1(10).5.

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The article is an analysis of the mobbing problem occurrence among children adolescents, establishing the causes of a school environment the main characteristics of the concept and finding ways to prevent mobbing. The method of studying the problem of mobbing in children in the school environment explains to us the root causes of its occurrence, reveals the very essence of its appearance, as well as the manifestations of mobbing in middle school age children from their peers.In a deeper analysis of the problem of mobbing, we identified the main aspects of preventing this phenomenon, also developed a methodological plan for the prevention of mobbing in schools, and developed and described preventive measures to prevent manifestations among middle school children for teachers and parents who have and can influence students or their children in the context of this issue. The findings of this paper reflect the state of the problem of mobbing in the current educational process in Ukraine, taking into account the actualization of its manifestations due to the large number of displaced persons, including middle-aged children, from temporarily occupied territories during the Russian armed aggression against our country. The processes taking place in our extremes and in the world are inevitable for society as a whole, and so the challenge we face requires more detailed consideration of the issue of mobbing among adolescents of schools, the urgent response to its present manifestations, and addressing these issues, specifics of personal approaches to middle school children in each case. Analyzing the problem of mobbing among children in school, especially middle school children, we have come to the conclusion that the multiplicity of influence factors determines the direction of the study of the problem and gives this problem a new special approach, taking into account many points, and obliges us to solve the problem of mobbing the school, so that it does not persecute a person who is primarily a person, in adolescence and adulthood.

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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high schools." World Journal on Educational Technology: Current Issues 10, no. 4 (October 11, 2018): 25–36. http://dx.doi.org/10.18844/wjet.v10i4.3793.

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This study examines cyberbullying awareness in schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analysed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbullying school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and high schools in Turkey must be increased.Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention.

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Thoha, Aldi Muhammad, Imas Kania Rahman, and Ibdalsyah Ibdalsyah. "The Musyrif Guidance Program In Boarding School At Middle School." Prophetic Guidance and Counseling Journal 1, no. 2 (December 21, 2020): 54. http://dx.doi.org/10.32832/pro-gcj.v1i2.3220.

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The management of the boarding school counseling program at the middle level that is not organized and structured will impact on students, including those who are not at home in the dormitory, commit violations, and do not have Islamic customs. this is caused by the lack of responsibility of a musyrif in managing students in the dormitory, this requires maximum assistance and good services in the form of providing guidance programs in producing professional and responsible musyrif. This research aims to find out the best musyrif guidance program in secondary level boarding schools. The approach used in this research is descriptive qualitative By using the method of field research, data collection techniques carried out were observation, interviews, open questionnaires, and documents. The formulation of musyrif and musyrifah guidance programs in Boarding School secondary schools was validated through focus group discussions (FGD) involving four experts namely guidance and counseling experts, Islamic religious experts, caretakers of Islamic boarding schools, and linguists. The results of this study indicate that the musyrif and musyrifah guidance programs at boarding schools at the secondary level are arranged based on program components, such as basic services, responsive services, individual planning, and system support. The guidance material consists of leadership, manners, achievement motivation, decision-making skills, diversity of characters and cultures, parenting, and responsibilities.Abstrak Pengelolaan program bimbingan musyrif dan musyrifah boarding school ditingkat menengah yang tidak terorganisir dan terstruktur akan berimbas pada peserta didik diantaranya tidak betah di asrama, melakukan pelanggaran, dan tidak memiliki adab Islami. Hal ini menuntut adanya pendampingan maksimal dan layanan yang baik berupa pembekalan program bimbingan dalam menghasilkan musyrif dan musyrifah yang profesional dan bertanggungjawab. . Hal ini disebabkan karena kurangnya tanggung jawab. Penelitian ini bertujuan untuk mengetahui program bimbingan musyrif terbaik di pesantren tingkat menengah. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Dengan menggunakan metode penelitian lapangan, teknik pengumpulan data yang dilakukan adalah observasi, wawancara, angket terbuka dan dokumen. Penyusunan program bimbingan musyrif dan musyrifah di sekolah menengah Pesantren divalidasi melalui FGD yang melibatkan empat orang ahli yaitu ahli bimbingan dan konseling, ahli agama Islam, pengurus pondok pesantren, dan ahli bahasa. Hasil penelitian ini menunjukkan bahwa program bimbingan musyrif dan musyrifah di pesantren tingkat menengah disusun berdasarkan komponen program, seperti pelayanan dasar, pelayanan reponif, perencanaan individu dan dukungan sistem. Materi bimbingan terdiri dari kepemimpinan, budi pekerti, motivasi berprestasi, keterampilan mengambil keputusan, keragaman karakter dan budaya, pola asuh dan tanggung jawab.

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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high-schools." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 191–202. http://dx.doi.org/10.18844/wjet.v10i4.4082.

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Abstract This study examines cyberbullying awareness of schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high-schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analyzed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbulling school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and highschools in Turkey must be increased. Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention

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Ozulu, Yunus Emre. "Investigation of middle school seventh- and eighth-grade students’ modelling skills." International Journal of Learning and Teaching 13, no. 2 (April 28, 2021): 77–101. http://dx.doi.org/10.18844/ijlt.v13i2.5742.

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This study seeks to examine the mathematical modelling skills of middle school seventh- and eighth-grade students. Participants were formed by eight secondary school students studying at a state secondary school in a medium-sized district of a medium-sized province in the Eastern Black Sea Region of Turkey in the 2020–2021 academic year. It is a qualitative research and is designed as a case study. The whole process was recorded by video by having the students work on the mathematical modelling activity named ‘Team Fiction’ prepared by the researcher. In the collection of data, the group work form and report form prepared by the researcher, along with student solution papers and researcher’s observation notes were used. All the data obtained were subjected to descriptive analysis and the following results were obtained: it is thought that regular modelling studies in schools will contribute to the development and change of modelling competencies of students. Keywords: Mathematical modelling, modelling skills, modelling activities, school students, middle school.

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Attard, Catherine. "Transition from Primary to Secondary School Mathematics: Students’ Perceptions." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.

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During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

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Ward, Richard. "Transfer from middle to secondary school: a New Zealand study." International Journal of Educational Research 33, no. 4 (January 2000): 365–74. http://dx.doi.org/10.1016/s0883-0355(00)00022-7.

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Fessehatsion, Petros Woldu, and Pai Peng. "Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 227. http://dx.doi.org/10.46328/ijres.1532.

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This paper seeks to contribute a fresh perspective meant to enrich the current limited discourse on teacher retention and attrition in Sub Saharan Africa particularly in Eritrea. Factors leading to teachers’ retention and attrition in middle and secondary schools in Eritrea are discussed. Results of an in-depth semi-structured interview with thirteen teachers in five purposefully selected schools show that low remuneration, poor school leadership, school-home distance, and placement without preference & interest are factors for teacher attrition. Conversely, meagre alternative employment opportunities, love of the profession, and love of the school children play a crucial role in teachers’ persistence in their profession. Although the study was carried out among few teachers and few schools, the findings present valuable discoveries useful for policymakers, school leaders, and stakeholders in the struggle for retaining quality teachers in the schools.

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Petersen, Solveig, Helen Mavoa, Boyd Swinburn, Gade Waqa, Ramneek Goundar, and Marjory Moodie. "Health-Related Quality of Life Is Low in Secondary School Children in Fiji." International Journal of Pediatrics 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/294530.

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The health and wellbeing of children in lower-income countries is the focus of much international effort, yet there has been very little direct measurement of this.Objective.The current objective was to study the health-related quality of life (HRQoL) in a general population of secondary school children in Fiji, a low middle-income country in the Pacific.Methods. Self-reported HRQoL was measured by the Pediatric Quality of Life Inventory 4.0 in 8947 school children (aged 12–18 years) from 18 secondary schools on Viti Levu, the main island of Fiji. HRQoL in Fiji was compared to that of school-aged children in 13 high- and upper middle-income countries.Results. The school children in Fiji had lower HRQoL than the children in the 13 comparison countries, with consistently lower physical, emotional, social, and school functioning and wellbeing. HRQoL was particularly low amongst girls and Indigenous Fijians.Conclusions. These findings raise concerns about the general functioning and wellbeing of school children in Fiji. The consistently low HRQoL across all core domains suggests pervasive underlying determinants. Investigation of the potential determinants in Fiji and validation of the current results in Fiji and other lower-income countries are important avenues for future research.

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Osterman, Karen F., Dean C. Bacigalupo, and Jennifer Garrett. "Middle School Students’ Understanding of Peer Alcohol Use and Implications for Secondary School Leaders." Journal of School Leadership 26, no. 4 (July 2016): 661–89. http://dx.doi.org/10.1177/105268461602600405.

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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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Kuśnierz, Cezary. "The goals and objectives of current physical education. The opinions of teachers from the south-west region of Poland." Health Promotion & Physical Activity 2, no. 3 (June 30, 2017): 79–94. http://dx.doi.org/10.5604/01.3001.0010.7724.

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The aim of this study was to get to know physical education teachers’ opinion about the objectives of an education school subject. Their opinions were analysed on the basis of goals hierarchy given by the respondents. Research included 444 PE teachers in primary schools (the second stage of education), middle schools and secondary schools. Research covered the south-west regions of Poland including the following provinces: Silesia, Opole province and Lower Silesia. Diagnostic survey using questionnaires was applied. In the survey as a research tool the questionnaire created by the European Physical Society was used. On the basis of the outcomes it was claimed that the highest place in goals hierarchy takes the goal concerning the preparation of school students to an active and healthy lifestyle. In a group of questioned teachers no gender difference in goals hierarchy was noted. Among variables taken into account in the analysis of teachers’ opinions the place of work (primary school, middle school and secondary school) greatly determined variation between different goals hierarchy. A statistically significant difference appeared between six objectives of physical education.

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Barg, Anastasiya O., Olga A. Kobjakova, and Natalya A. Lebedeva-Nesevrja. "Assessing a relation between anxiety at school and morbidity among middle and high school children." Hygiene and sanitation 99, no. 8 (September 11, 2020): 829–33. http://dx.doi.org/10.47470/0016-9900-2020-99-8-829-833.

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Introduction. International research works have revealed that Russian children and teenagers tend to have one of the highest anxiety levels in the world. Anxiety at school can be a risk factor causing certain diseases.Purpose. To assess the relation between anxiety at school and morbidity among boys attending 5-11 grades at secondary schools in the Perm region.Material and methods. We conducted our research in spring 2019 in two secondary schools in the Perm region (in Perm and Kungur). Anxiety at school was estimated with F. Taylor questionnaire modified by N.M. Peisakhov (there were 30 statements in it that characterized various anxiety parameters; children filled it themselves). Morbidity was assessed by analyzing children’s medical profiles kept at schools (0.26/u-2000 form) and clinical examinations performed by medical experts. To establish a relation between certain anxiety parameters and morbidity, we applied non-parametric Spearman’s correlation test. To assess the risks of diseases for children with different anxiety levels, we applied the odds ratio (OR).Results and discussion. We revealed the greatest number of relations between anxiety and endocrine diseases, nutritional disorders, and metabolic disorders. Children who were anxious about controlling their knowledge were nervous, stress-filled, and had no self-confidence, authentically more frequently suffered from overweight, obesity, and protein-energy deficiency as well. This relation can be mediated with emotion-induced nutrition behavior which is especially typical for teenagers. Children who were anxious about controlling their knowledge and had no self-confidence (assessed as per three parameters) ran higher risks of functional dyspepsia than those who didn’t have anxiety. The same relations were detected regarding disorders in the immune mechanism and nervous system diseases. These relations can be explained by looking into psychosomatic mechanisms of disease occurrence. Established relations between anxiety and diseases of the eyes, respiratory organs, and musculoskeletal system more likely indicate that children and teenagers with somatic pathologies run higher risks of anxiety at school.Conclusion. It is necessary to perform complex activities aimed at reducing anxiety at school among schoolchildren attending secondary schools; their activities should involve the participation of medical experts with a wide range of specialties as well as parents.

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Chriqui, Jamie F., Julien Leider, Juliana F. W. Cohen, Marlene Schwartz, and Lindsey Turner. "Are Nutrition Standards for Beverages in Schools Associated with Healthier Beverage Intakes among Adolescents in the US?" Nutrients 13, no. 1 (December 29, 2020): 75. http://dx.doi.org/10.3390/nu13010075.

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Under the U.S. Department of Agriculture’s Smart Snacks in School standards, beverages sold in schools are restricted to water, flavored or unflavored non-fat milk or unflavored low-fat milk (and milk alternatives), and 100% fruit and vegetable juices; and, at the high school level, diet (≤10 kcal), low-calorie (≤60 kcal), and caffeinated beverages may also be sold. Using data from the School Nutrition and Meal Cost Study, this study examined whether secondary school student beverage consumption was associated with school-level à la carte and vending machine beverage availability, controlling for district, school, and student characteristics. On average, most beverages sold in middle schools (84.54%) and high schools (74.11%) were Smart Snacks compliant; while 24.06 percent of middle school students and 14.64 percent of high school students reported consuming non-compliant beverages, including non-compliant milk, fruit drinks, and sports or energy drinks. School beverage availability was not related to consumption among middle school students; however, high school students were less likely to consume non-compliant beverages when enrolled in schools that sold a higher proportion of compliant beverages (Range: OR = 0.97–0.98, 95% CI = 0.95, 1.00). Findings from this study build upon prior research illustrating the role that schools can play in influencing student dietary intake.

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Morrison, James L., Ganiyu T. Oladunjoye, and Dale Rose. "Online Search Strategies Of Educational Administrators For Determining The Credibility Of Information Gleaned From A Website." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (August 3, 2011): 21. http://dx.doi.org/10.19030/ctms.v4i2.5522.

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Based on a survey of 158 educational leaders situated in public schools, the level of educational leadership, whether a school superintendent or a principal in a secondary, middle-school, or elementary school, was not a significant factor in operational online strategies utilized or benchmarks relied upon for determining the credibility of information obtained from a website.

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Vatter, Terry. "Teaching Mathematics to the At-Risk Secondary School Student." Mathematics Teacher 85, no. 4 (April 1992): 292–94. http://dx.doi.org/10.5951/mt.85.4.0292.

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Nearly every middle and high school classroom has students who are failing, who seldom do homework, who are inattentive, or who seem unable to benefit from instruction. These students either drop out or end up in classrooms like mine in a school for at-risk youth.

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Ardiawan, Yadi, and Nurmaningsih Nurmaningsih. "KEMAMPUAN PENALARAN ADAPTIF SISWA SMP se-KOTA PONTIANAK." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 1 (June 11, 2018): 148. http://dx.doi.org/10.24127/ajpm.v7i1.1299.

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This study aims to reveal the ability of adaptive reasoning of junior high school students in Pontianak, which is divided into categories of secondary, middle and lower schools. This research is descriptive research with research form is survey. Sampling in this research using stratified cluster random sampling technique. Of the 23 existing schools thereafter were randomly assigned to each school to represent high school, middle class, and low school. Categorization of schools based on the value of students National Exam. Based on the result of research analysis, it is found that the average of adaptive reasoning ability of junior high school students in Pontianak is 42,96% with enough category. While the average adaptive reasoning ability of high, medium and low students is 48.82% (enough), 41.06% (enough), and 39% (enough), respectively.

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Ross, George S., L. David Weller, and Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession." Perceptual and Motor Skills 66, no. 3 (June 1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.

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This study examined the professional aspects of teaching and assessed differences in the attitudes of 1,436 Georgia public school teachers in 88 rural and 55 urban schools at the elementary (K-5), middle (6–8), and secondary (9–12) levels. Significant differences in attitude were noted by school level but not location.

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Priest, Laurie, and Liane M. Summerfield. "Promoting Gender Equity in Middle Level and Secondary School Sports Programs." NASSP Bulletin 79, no. 575 (December 1995): 52–56. http://dx.doi.org/10.1177/019263659507957509.

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Stickles, Paula R. "An Analysis of Secondary and Middle School Teachers’ Mathematical Problem Posing." Investigations in Mathematics Learning 3, no. 2 (January 2011): 1–34. http://dx.doi.org/10.1080/24727466.2011.11790301.

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Ward, Christopher J. "Musical exploration using ICT in the middle and secondary school classroom." International Journal of Music Education 27, no. 2 (April 30, 2009): 154–68. http://dx.doi.org/10.1177/0255761409102323.

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Sunal, Cynthia Szymanski, and Dennis W. Sunal. "Nuclear Reactions: Studying Peaceful Applications in the Middle and Secondary School." Social Studies 90, no. 4 (July 1999): 164–70. http://dx.doi.org/10.1080/00377999909602409.

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Jovаnovic, Veljko, and Ivan Jerkovic. "School satisfaction among secondary school students: Relations with school achievement and mental health indicators." Psihologija 44, no. 3 (2011): 211–24. http://dx.doi.org/10.2298/psi1103211j.

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School satisfaction among secondary school students is a neglected research topic in the field of school psychology. The main aim of this research was to examine the relations between school satisfaction, school achievement and indicators of subjective well-being and emotional distress. The research was carried out on a sample of 408 secondary school students, with the mean age 16.6 years. The results of a one-way ANOVA showed that students reporting very high school satisfaction (upper quartile) had significantly higher levels of subjective well-being, lower levels of emotional distress and greater school achievement that students with both very low (lower quartile) and average (middle 25%) school satisfaction. The results of this research suggest that not only school satisfaction is an important aspect of subjective well-being, it can also be used as a valid general measure of adaptive functioning among pupils.

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Campbell, Jan. "Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School." Californian Journal of Health Promotion 1, no. 3 (September 1, 2003): 14–42. http://dx.doi.org/10.32398/cjhp.v1i3.2103.

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As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

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Campbell, Jan. "Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School." Californian Journal of Health Promotion 1, no. 3 (September 1, 2003): 14–42. http://dx.doi.org/10.32398/cjhp.v1i3.517.

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As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

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Chamberlin, Ute Elisabeth. "Practical Reformers: Women School Owners in Imperial Germany." History of Education Quarterly 54, no. 4 (November 2014): 465–85. http://dx.doi.org/10.1111/hoeq.12079.

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In the early 1860s, the Ruhr Valley town of Dortmund had no schools for girls beyond the elementary level with the exception of a few private establishments that trained domestic servants. This dearth of educational opportunities is hardly surprising in a town of just 25,000 people at a time when even many larger German cities were bereft of secondary schools for girls. By 1914, however, when Dortmund's population had grown tenfold to well over 250,000, girls or their parents could choose among numerous types of institutions beyond the basic elementary school—several secondary schools, middle schools, and a variety of vocational and commercial institutions, most of them under municipal control.

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Xu, Chengwei, Xiaofeng Lv, and Zhongyi Li. "Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China." Lifelong Education 9, no. 6 (September 28, 2020): 228. http://dx.doi.org/10.18282/le.v9i6.1348.

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at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forward the following suggestions: 1. Adjusting measures to local conditions, vigorously promoting the development of school-based physical education curriculum; 2. Paying attention to the clarity of curriculum objectives, reflecting the gradual and targeted of curriculum objectives; 3. Constructing the primary, junior high and high school integrated physical education curriculum teaching content system, hoping that this study could provide a certain theoretical support for Chinese primary and secondary school physical education and health courses so that physical education could become an important position for young people to civilize their spirit and savage their physique, and provide help for the early realization of sports power and healthy China.

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Zelenak, Michael S. "Measuring the Sources of Self-Efficacy Among Secondary School Music Students." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 389–404. http://dx.doi.org/10.1177/0022429414555018.

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The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants ( N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict self-efficacy, and (5) Does evidence support the MPSES as a valid and reliable scale? Results indicated that mastery experience exerted the strongest influence, no differences were found among ensemble types or grade levels, and music aptitude scores predicted modest increases in self-efficacy, β = .16 (.07). Examination of test content, response process, internal structure, and relationships with other variables provided evidence of validity, while internal consistency and test-retest values provided evidence of reliability. Recommendations for further research included examining the development of self-efficacy at different ages, measuring the relationships between the sources of self-efficacy and music achievement, and using the MPSES to assist in the investigations of other psychological constructs, such as self-identity and motivation.

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Winiewski, Mikołaj, Magdalena Budziszewska, and Magdalena Świder. "Differentiated content of verbal aggression: Effect of gender on insults in secondary schools in Poland." School Psychology International 40, no. 5 (August 15, 2019): 493–509. http://dx.doi.org/10.1177/0143034319867745.

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A large body of literature shows that boys and girls experience different kinds of peer aggression. This difference is usually explained by the function of bullying depending on gender and age. In the present study, we used a mixed method called concept mapping to analyze the content structure of verbal aggression. We compared this structure between two levels of Polish schools—middle school and high school. Using experimental manipulation we tested whether the content of verbal invectives depends on the gender of the victim. Results showed six different types of verbal invectives. Middle school students listed substantially more in four out of the six categories. There were significant effects of the experimental manipulation of the victim's gender. When the male victim was primed there were significantly more sexual insults and when the female victim was primed there was substantially more ability-related verbal bullying. We interpret these results in the context of the development and norms of masculinity and femininity.

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Poland, J. L. "Physiology course for secondary school biology teachers." Advances in Physiology Education 262, no. 6 (June 1992): S15. http://dx.doi.org/10.1152/advances.1992.262.6.s15.

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The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.

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Balwan, Walied Khawar, Uroosa Farooq Allaqband, and Rauf Ur Rashid Kaul. "Knowledge, attitude and practice regarding smoking in school going adolescents of Kashmir, India: a cross-sectional study." International Journal of Research in Medical Sciences 9, no. 3 (February 25, 2021): 821. http://dx.doi.org/10.18203/2320-6012.ijrms20210885.

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Background: Cigarette smoking, in the developed world, has been the major habit among children for both boys and girls. They usually take to the habit while in school before the age of 18. In India, tobacco consumption in multiple forms presents an emerging, significant and growing threat to the health of the adolescents. As per WHO Global Youth tobacco Survey GYTS (2009) India, 14.6% of students currently use any form of tobacco, 4.4%currently smoke cigarettes, 12.5% currently use some other form of tobacco. Objective was to assess the knowledge, attitude and practice of school going adolescents regarding smoking.Methods: A descriptive cross sectional study was taken in school going adolescents of Kashmir. The study included three districts from Kashmir valley and from each district, 2 government middle schools (1 girls and 1 boys), 2 government high schools (1 girls and 1 boys), 2 government higher secondary schools (1 girls and 1 boys) were selected. Also from the list of private schools one middle school, one high school and one higher secondary school (All having co-education) were selected. Thus, a total of 27 schools, 9 from each selected district, were included in the study. A total of 1000 students participated in this study.Results: The current study included 464 males (46.4%) and 536 (53.6%) females. Among the study subjects, 523 (52.30%) belonged to the 12-15 year age bracket and 477 (47.70%) were between 16-18 years of age. Maximum of study participants belonged to nuclear family (63.10%) followed by joint family (36.90%). Majority of the study subjects belonged to socio-economic class IV (lower middle) 36.10% followed by class III (middle) 23.90% as per Modified BG Prasad’s classification.Conclusions: 75.9% opined that smoking tobacco is harmful to health in comparison to 89.1% of non-smokers, a difference found to be statistically highly significant (p value <0.001). Prevention of tobacco use in young people and the consumption of tobacco, among school students should be considered as a matter of great concern which requires holistic understanding.

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Fenny, Omobolanle, and Michael I. Falola. "Prevalence and Correlates of Bullying Behavior Among Nigerian Middle School Students." International Journal of Offender Therapy and Comparative Criminology 64, no. 5 (February 5, 2020): 564–85. http://dx.doi.org/10.1177/0306624x20902045.

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School bullying has received considerable criminological, psychological, educational, and governmental attention. However, much of the attention is focused on bullying in western, Asian, and Scandinavian countries. There appears to be scant, if any, attention paid to this problem on the African continent. Using cross-sectional data from a sample of 1,192 junior secondary school (middle school) students in Nigeria, this study examines the prevalence and correlates of bullying in this sample of secondary school students in Nigeria. Bullying prevalence rate in this sample was 59.9%. The study finds that males were more likely to bully than females, and the most prevalent form of bullying behavior for both genders was making fun of someone. Correlates for bullying perpetration were association with delinquent friends, negative school climate, attending a private school, and ethnicity.

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Hewitt, Michael P. "Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students." Journal of Research in Music Education 63, no. 3 (August 10, 2015): 298–313. http://dx.doi.org/10.1177/0022429415595611.

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In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle school band program. Students indicated their level of self-efficacy for playing a musical excerpt before performing it and then self-evaluated their performance immediately afterward. Findings suggest that there is a strong and positive relationship between self-efficacy and both music performance and self-evaluation. There was also a strong negative relationship between self-evaluation calibration bias and music performance, indicating that as music performance ability increased, students were more underconfident in their self-evaluations. Gender differences were found for self-evaluation calibration accuracy, as female students were more accurate than males at evaluating their performances. Middle school males were more inclined than females to overrate their self-efficacy and self-evaluation as compared to their actual music performance scores. These gender differences were reversed for high school students. There were no other statistically significant findings.

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Thorpe, Anthony, and Gay Bennett-Powell. "The perceptions of secondary school middle leaders regarding their needs following a middle leadership development programme." Management in Education 28, no. 2 (April 2014): 52–57. http://dx.doi.org/10.1177/0892020614529808.

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Haydon, Todd, Shobana Musti-Rao, Alana Kennedy, Meredith Murphy, William Hunter, and Jason Boone. "Using Teacher Praise With Middle and High School Students." Beyond Behavior 29, no. 2 (May 15, 2020): 108–15. http://dx.doi.org/10.1177/1074295620915883.

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Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.

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Martin, Jeffrey. "Tradition and Transformation: Addressing the gap between electroacoustic music and the middle and secondary school curriculum." Organised Sound 18, no. 2 (July 11, 2013): 101–7. http://dx.doi.org/10.1017/s1355771813000022.

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Given the growing acceptance of information and communication technology (ICT) as integral to today's middle and secondary school classrooms, electroacoustic music would seem on the surface to be a central feature of the music curriculum. However, models that approximate actual practices of electroacoustic music in the classroom are rare, with many schools focusing squarely on ICT, either as tools to facilitate traditional musical contexts or to explore innovative uses of that technology. Also, with the exception of some notable recent developments, there are few initiatives to bring middle and secondary students, or their teachers, into contact with the practices of electroacoustic music communities. The purpose of this article is to explore this problematic gap between the education and electroacoustic music communities in an attempt to identify some of the issues that lie at the foundation of an effective curriculum. The position taken is that these foundational matters need to be addressed prior to any discussion of ‘best practices’ for middle and secondary electroacoustic music education.

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Sedky, Nabila Ahmed. "Survey among Middle and Secondary School Students about their Attitudes toward Esthetics and Perception of the Desired Treatment to Improve Dental Appearance: A Crosssectional Study." Journal of Contemporary Dentistry 5, no. 3 (2015): 136–43. http://dx.doi.org/10.5005/jp-journals-10031-1123.

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ABSTRACT Objectives To assess disparities in attitudes concerning importance of dental appearance in middle and secondary school students, to evaluate students’ satisfaction with their current dental esthetic and to determine preferred dental treatment to improve appearance. Materials and Methods Eighteen self-administered anonymous questionnaire was randomly administered to 2250 middle and secondary school students in Buraidah city, Qassim Province, with a response rate of 100%. All statistical analyses were carried out at p < 0.05 and 0.01. Results The majority of secondary school students registered higher responses to the four statements asking about importance of dental appearance. Dissatisfaction with oral condition and general appearance of teeth was reported by 39.47% of total number of participants. Older students registering higher levels of dissatisfaction (50.42%) with a significant difference between both groups (p < 0.01). Dissatisfaction with dental appearance was mainly related to teeth color, poor alignment/ crowding of teeth, anterior teeth protrusion, caries, fractures and non-esthetic fillings. Teeth whitening, orthodontic treatment, and esthetic fillings represented the high majority of treatments perceived more by secondary school students, while dental crowns were more demanding by middle school students. A strong correlation was found between level of education and satisfaction with oral condition, the reasons for dissatisfaction with general appearance and perception of desired treatment to improve dental appearance. Conclusion Older students were more concerned about the significance of dental appearance. Secondary school students were more dissatisfied with their dental appearance. Displeasure with tooth color was correlated with increased desire for tooth whitening. Dental crowns were more required by younger students. How to cite this article Sedky NA. Survey among Middle and Secondary School Students about their Attitudes toward Esthetics and Perception of the Desired Treatment to Improve Dental Appearance: A Cross-sectional Study. J Contemp Dent 2015;5(3):136-143.

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (July 2, 2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Xiang, Ping, Bülent Ağbuğa, Jiling Liu, and Ron E. McBride. "Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 340–52. http://dx.doi.org/10.1123/jtpe.2017-0034.

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Purpose:Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education.Method:Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires.Results:No gender differences occurred in the mean levels of relatedness to teachers need satisfaction and relatedness to peers need satisfaction. These two types of relatedness need satisfaction made significant unique contributions to student engagement for both boys and girls. The differential roles of relatedness to peers need satisfaction in predicting boys’ and girls’ engagement were observed.Discussion/Conclusion:Discussion/Conclusion: The study demonstrated that two types of relatedness need satisfaction uniquely predicted students’ engagement in a secondary school physical education setting. This finding supports self-determination theory that relatedness need satisfaction is an important motivator for students in schools.

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Journal articles on the topic 'Middle secondary school'

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