Relevant bibliographies by topics / Middle Years of Schooling

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

Academic literature on the topic 'Middle Years of Schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Middle Years of Schooling"

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Ursavaş, Uğur, and Hakan Sarıbaş. "Middle income trap and factors affecting the risk of growth slowdown in upper middle income countries." Economics and Business Letters 9, no. 4 (December 23, 2020): 350–60. http://dx.doi.org/10.17811/ebl.9.4.2020.350-360.

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In this paper, we investigate the macroeconomic, demographic and institutional factors affecting the probability of growth slowdown in upper-middle-income countries within the framework of the growth slowdown methodology developed by Eichengreen et al. (2011). To do so, we use probit regression, and the dataset covers the period 1980-2015. The results show that growth slowdown occurs when per capita income reaches 22 percent of that in the United States. Besides, an increase in the relative income, gross capital formation, trade openness, years of total schooling, old dependency ratio and law and order index increases the risk of growth slowdown, whereas an increase in public debt, inflation variability and years of secondary and higher schooling decreases the risk of growth slowdown.
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Assari MD MPH, Shervin. "Understanding America: Unequal Economic Returns of Years of Schooling in Whites and Blacks Race, Years of Schooling, and Economic Wellbeing." World Journal of Educational Research 7, no. 2 (May 25, 2020): p78. http://dx.doi.org/10.22158/wjer.v7n2p78.

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Background: Higher schooling is associated with higher economic wellbeing. Marginalization-related Diminished Returns (MDRs) framework, however, refers to smaller returns of schooling for non-Hispanic Blacks (NHBs) compared to non-Hispanic Whites (NHWs). Aim: Using a national sample of American adults, the current study compared NHBs and NHWs for the effects of each incremental increase in the years of schooling (gradient of educational level) among American adults. Methods: Data came from the Understanding America Study (UAS), a national online survey with a nationally representative sample. A total of 5715 adults (18+ years old) were included. From this number, 4,826 (84.4%) were NHWs, and 889 (15.6%) were NHBs. Years of schooling was the independent variable. Economic wellbeing was the main outcome. Age and gender were the covariates. Race was the moderator. Results: Overall, each additional year of schooling was associated with higher economic wellbeing, net of age, and gender. A statistically significant interaction was found between race and years of schooling on the outcome, indicating a smaller boosting effect of any incremental increase in the years of education on the economic wellbeing of NHBs compared to NHWs. Conclusion: In line with MDRs, highly educated Black people experience low economic wellbeing. The MDRs of education on economic wellbeing may be why highly educated, and middle-class Black Americans still report poor health. Policy solutions should address multi-level causes of MDR-related health disparities.
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Assari, Shervin. "Prostate Cancer Screening in Middle-Aged and Older American Men: Combined Effects of Ethnicity and Years of Schooling." Hospital Practices and Research 5, no. 2 (June 11, 2020): 64–69. http://dx.doi.org/10.34172/hpr.2020.12.

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Background: Prostate cancer screening is more commonly utilized by highly educated people. As shown by marginalization-related diminished returns (MDRs), the effects of socioeconomic status (SES) such as education on the health outcomes are considerably smaller for ethnic minorities than for Whites. The role of MDRs as a source of ethnic health disparities is, however, still unknown. Objectives: The current study had two aims: first, to explore the association between years of schooling and having taken a prostatespecific antigen (PSA) test among men in the US, and second, to explore ethnic differences in this association. Methods: This study was a secondary analysis of data from the National Health Interview Survey (NHIS-2015). The data of 5,053 men aged 55 years or older who were either Latino, non-Latino, African–American, or White were analyzed. Years of schooling was the independent variable. The dependent variable was taking a PSA test sometime during one’s lifetime. Age, region, and employment were the control variables. Ethnicity was the focal moderating variable. Binary logistic regression was used for data analysis. Results: A higher number of years of schooling was associated with higher odds of having taken a PSA test, net of all confounders. Ethnicity showed a significant statistical interaction with years of schooling on having taken a PSA test. This interaction was suggestive of a smaller slope for Latino men than non-Latino men. White and African American men did not show differential effects of years of schooling on having taken a PSA test. Conclusion: Similar to the MDRs patterns in other domains, non-Latino White men show more health gain from their years of schooling than Latino men. Highly educated Latino men still need programs to encourage their use of prostate cancer screening.
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Galton, Maurice, Linda Hargreaves, and Tony Pell. "Progress in the middle years of schooling: Continuities and discontinuities at transfer." Education 3-13 31, no. 2 (June 2003): 9–18. http://dx.doi.org/10.1080/03004270385200161.

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Faulkner, Val. "Adolescent Literacies Within the Middle Years of Schooling: A Case Study of a Year 8 Homeroom." Journal of Adolescent & Adult Literacy 49, no. 2 (October 2005): 108–17. http://dx.doi.org/10.1598/jaal.49.2.3.

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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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Carvalho, Guilherme Almeida, and Paulo Caramelli. "Normative data for middle-aged Brazilians in Verbal Fluency (animals and FAS), Trail Making Test (TMT) and Clock Drawing Test (CDT)." Dementia & Neuropsychologia 14, no. 1 (March 2020): 14–23. http://dx.doi.org/10.1590/1980-57642020dn14-010003.

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ABSTRACT Normative studies of neuropsychological tests were performed in Brazil in recent years. However, additional data are needed because of the heterogeneity of education of the Brazilian population. Objective: The present study provides normative data of executive function tests for middle-aged Brazilians and investigates the influence of age, sex, education and intelligence quotient (IQ) on performance in these tests. Methods: A total of 120 healthy staff and caregivers from a hospital were randomly selected and submitted to Fluency – animals and FAS, Trail Making Test (TMT) and Clock Drawing Test (CDT). They were divided into six groups of 20: two groups for age (45-54 and 55-64 years) and three groups for years of schooling (4-7; 8-11; 12+ years). Results: Normative data are presented in mean values and percentiles. Education influenced differences in the tests, except the CDT. Post hoc analyses revealed differences between the three educational levels on the TMT and FAS. Age differences emerged on the TMT and fluency letter F. Moderate correlation was found between schooling and results on TMT and Fluency. The correlations for IQ were similar. Conclusion: This study provides normative data for middle-aged Brazilians with four or more years of schooling in frequently used cognitive tests to assess executive functions. The results confirm the strong influence of education, even in the comparison between middle and higher levels.
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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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Foss, Maria Paula, Viviane Amaral de Carvalho, Thais Helena Machado, Geraldo Cássio dos Reis, Vitor Tumas, Paulo Caramelli, Ricardo Nitrini, and Cláudia Sellitto Porto. "Mattis Dementia Rating Scale (DRS): Normative data for the Brazilian middle-age and elderly populations." Dementia & Neuropsychologia 7, no. 4 (December 2013): 374–79. http://dx.doi.org/10.1590/s1980-57642013dn74000004.

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ABSTRACT Objective: To expand norms for the Mattis Dementia Rating Scale (DRS) for the Brazilian middle-age and elderly populations. Methods: The DRS was administered to 502 individuals without cognitive deficits, 312 women and 190 men, aged 50 years or over and with educational level ranging from 0 to 13 years or more. The sample was composed of subjects who participated in other studies, from Caeté (Minas Gerais state), Ribeirão Preto (São Paulo state) and São Paulo (São Paulo state). Participants were divided into four schooling groups (illiterate, 1 to 4 years, 5 to 12 years and 13 years or more). The subjects were divided into four groups according to age (50 to 60, 61 to 70, 71 to 80, and 80 years or over). Results: Normative data for DRS scores are expressed as percentile values. The group with lowest schooling and subjects older than 80 years had the worst scores. Conclusion: As expected, age and education were strongly correlated with DRS scores. Illiterates and older old individuals performed worse than the other groups. These data might help to improve the accuracy of the diagnosis of cognitive impairment and dementia in Brazilian middle-age and elderly populations.
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Dissertations / Theses on the topic "Middle Years of Schooling"

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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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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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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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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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Hunter, Lisa Therésè. "Young people, physical education, and transition : understanding practices in the middle years of schooling /." [St. Lucia, Qld. : s.n.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16654.pdf.

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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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Owens, Rick. "A number sense approach to written calculation: Exploring the effects in the middle years of schooling." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/5f6d90fdac781dc0b71033c0ed6b5e47aef60d621db25305f8c4323c324bee07/1610774/Owens_2012_A_number_sense_approach_to_written.pdf.

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The purpose of this research was to investigate some of the effects on teachers and students of positioning written calculation within a commitment to building students’ number sense. The focus on number sense took shape initially through explicit teaching of a strategies approach to mental computation, followed by an exploration of approaches to written calculation which made use of effective mental computation strategies. The impetus for this research came from the following observations of many classrooms and a review of the available literature: the dominant aspect of calculation in many schools in the primary and middle years of schooling (here deemed as up to Year 8 in schools in the Australian Capital Territory) is the teaching and using of formal written algorithms for many students this emphasis works against overall facility with calculation and the development of number sense. This study investigated the following research question: What are some of the effects on teachers and students within a junior high school setting, of aligning written calculation with a strategies approach to teaching and using mental computation?
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Dauguet, Kathleen, and res cand@acu edu au. "Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling." Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.

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The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a ‘mixed ability’ philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the ‘mixed ability’ philosophy at the middle level of schooling from Form I to Form III.The first purpose of this study is to explore an integral model for an effective education for Catholic secondary schools in Mauritius that acknowledges diversity in the classroom particularly in Form I. The second purpose is to investigate the beliefs and understandings of educators in Catholic secondary education in Mauritius of this model.For the first purpose, a review of the literature was undertaken to understand the concepts of middle schooling, differentiation, learning theories and implications for practice, the enabling structures for Catholic secondary schools to develop into learning communities and the leadership role of key actors. For the second purpose, the perceptions of educators were investigated using a predominantly qualitative, interpretative methodology around an instrumental multi-site case study.The study found a number of challenges faced by Catholic educators in Mauritius regarding the implementation of the integral model. These challenges present a new direction for these schools to focus on the human person, leading to the development and implementation of the ‘mixed ability’ program. The study concluded with a cogent set of recommendations and directions which need to be put in place in order to improve student learning outcomes at the middle level of schooling and achieve the vision of a human-centered education within the espoused Catholic mission.
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Hamilton, Mauricette Ann, and res cand@acu edu au. "We Grow in the Shade of Each Other: A study of Connectedness, Empowerment and Learning in the Middle Years of Schooling." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp95.29052006.

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Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person’s sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit or explicit reference to empowerment.An exploration of learning necessarily involves an exploration of students and teachers perceptions of effective learning. The exploration of learning focuses on: teacher and students understanding of learning, student expectations and achievements within the classroom, the opportunities for participation and contribution. The various understandings of connectedness, empowerment and learning are linked in the exploration of the following themes within the classroom: Building caring relationships, Setting high and achievable expectations and Providing opportunities for participation and contribution (Bernard, 1991; 1997; MindMatters, 2000). The context is the middle years of schooling as the last 10 years has produced research that delivers findings asking teachers in the middle years to negotiate a curriculum that is based on people. Effective teaching and learning is essential if students are to achieve their potential, should be cooperative and be fostered within a reflective community atmosphere. Relationships are to the fore in all concepts of effective middle schooling and this case study explores relationship as they exist at Garden College in year seven. It is these relationships that promote a sense of belonging to and empowerment within the learning community, thus enabling learning. If schools are to “expedite the development of effective middle schooling” (Schools Council, National Board of Employment, Education and Training, 1993, p. 65), by addressing the issues highlighted above, I believe the concepts of connectedness, empowerment and learning must be fully explored by the community of learners in each school.
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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." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/22de170c1fd76442d060171ac912ad07919f57e379a0c089a86f46753f1d3511/3475008/64899_downloaded_stream_124.pdf.

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Learning is enabled in an environment that promotes connectedness. This belief led me to an exploration of connectedness and the discovery that connectedness has more than one connotation in the literature. For some it means making connections within curriculum areas, which is closely associated with the understanding that connectedness means teaching and learning within a community of learners. Another body of literature understands connectedness as a person's sense of belonging within the family, school and wider community. Embedded in all these understandings of the term is either implicit or explicit reference to empowerment. An exploration of learning necessarily involves an exploration of students and teachers perceptions of effective learning. The exploration of learning focuses on: teacher and students understanding of learning, student expectations and achievements within the classroom, the opportunities for participation and contribution. The various understandings of connectedness, empowerment and learning are linked in the exploration of the following themes within the classroom: Building caring relationships, Setting high and achievable expectations and Providing opportunities for participation and contribution (Bernard, 1991; 1997; MindMatters, 2000). The context is the middle years of schooling as the last 10 years has produced research that delivers findings asking teachers in the middle years to negotiate a curriculum that is based on people. Effective teaching and learning is essential if students are to achieve their potential, should be cooperative and be fostered within a reflective community atmosphere. Relationships are to the fore in all concepts of effective middle schooling and this case study explores relationship as they exist at Garden College in year seven. It is these relationships that promote a sense of belonging to and empowerment within the learning community, thus enabling learning.;If schools are to 'expedite the development of effective middle schooling' (Schools Council, National Board of Employment, Education and Training, 1993, p. 65), by addressing the issues highlighted above, I believe the concepts of connectedness, empowerment and learning must be fully explored by the community of learners in each school.
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Books on the topic "Middle Years of Schooling"

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

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

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ISA Conference (35th 1985 Wellesly, Mass.). An international curriculum: Its development and content, with special emphasis on the middle years of schooling : report from the ISA Conference, 1985, Wellesley, Massachusetts, USA. Geneva: International Schools Association, 1985.

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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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Organisation, International Baccalaureate. Middle years programme. Geneva: International Baccalaureate Organisation, 1995.

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Organisation, International Baccalaureate. Middle years programme. Geneva: InternationalBaccalaureate Organisation, 1995.

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Book chapters on the topic "Middle Years of Schooling"

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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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Tamblyn, James. "Systemic Change Plan: Character Strengths in the Middle Years Schooling." In Future Directions in Well-Being, 97–101. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56889-8_18.

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

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Berlinski, Samuel, and Norbert Schady. "Early Schooling: Teachers Make the Difference." In The Early Years, 121–47. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137536495_5.

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Calero, Catalina, and Derik Chica. "The First Three Years of LAEN: From Unity-Seeking to Equity-Seeking." In Critical Schooling, 147–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00716-4_7.

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Paavilainen, Eija, and Tanja Koivula. "The middle years." In The Routledge International Handbook of Domestic Violence and Abuse, 171–83. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331053-16.

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

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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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Anderson, Judy, Paul White, and Monica Wong. "Mathematics Curriculum in The Schooling Years." In Research in Mathematics Education in Australasia 2008–2011, 219–44. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-970-1_11.

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Price, M. Philips. "The Middle West." In America After Sixty Years, 124–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003243182-8.

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Conference papers on the topic "Middle Years of Schooling"

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Sururi, Sururi, and Dewi Septiyani. "The Influence of Gross Regional Domestic Product on Mean Years of Schooling." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.187.

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Saidani, Wifek, Imen Bouassida, Bechir Ben Radhia, Hazem Zribi, Mahdi Abdennadher, Nidhal Balloumi, Yoldez Houcine, Sarra Zairi, and Adel Marghli. "Middle lobe syndrome: Twenty years’ surgical experience." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa3406.

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Nurcahayani, Helida, I. Nyoman Budiantara, and Ismaini Zain. "Nonparametric truncated spline regression on modelling mean years schooling of regencies in Java." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139805.

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Pinheiro Peixinho, Joana, and Rui Marques Vieira. "DIGITAL TEXTBOOKS: ANALYSIS TOOL FOR SCIENCE EDUCATION IN THE FIRST YEARS OF SCHOOLING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0949.

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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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Davidson, Christina. "Producing Multiple-Response Sequences During Whole-Class Talk in the Early Years of Schooling." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445324.

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Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.

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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.
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Maffioletti, Virgínia Lúcia, Maria Alice Baptista, Felipe Silva, Valeska Marinho, Maria Cavalcanti, and Marcia Cristina Dourado. "DAY CENTER FOR PEOPLE WITH DEMENTIA: A RETROSPECTIVE STUDY ON ADHERENCE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda032.

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Background: Evidence shows that day centers (DC) are an effective technology to support people with dementia (PwD) and their family caregivers (FC). Objective: To assess the mediators of adherence to treatment for PwD attended in DC. Methods: Retrospective study with a sample of 143 PwD who attended a DC between May 1998 and March 2020. The sample was divided into 4 groups by period of attendance. A descriptive and comparative analysis of sociodemographic factors and disease severity (CDR) at admission was performed. Results: The mean usage rate was 43.36 months. Most PwD started treatment at CDR2, had more than 8 years of schooling and were cared for by their spouses or children. Most FC had more than 8 years of schooling. The main reasons for discharge were worsening and death, and only 2% were institutionalized. There was no difference between groups in diagnosis, gender and PwD and FC schooling. From group that attended the DC for more than 36 months, 60% were married, 60% were cared for by their spouses, 41% were cared for by their children, and most had more than 8 years of schooling. Conclusion: The early start of treatment, being cared for by the spouse or children were mediators of treatment adherence. Education appears as a mediator in the search for treatment. The longevity of treatment and the low institutionalization rate suggest that the DC is a support device for PwD and their FC.
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Cortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.

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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
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Winzer, Margaret, and Kas Mazurek. "SALAMANCA 25 YEARS LATER: A RETROSPECTIVE ANALYSIS OF INCLUSIVE SCHOOLING FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1415.

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Reports on the topic "Middle Years of Schooling"

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Haßler, Björn. Cost- and Learning-Adjusted Years of Schooling. OpenDevEd, June 2022. http://dx.doi.org/10.53832/opendeved.279.

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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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Feldstein, Martin. Employment Policy of the Middle Reagan Years: What Didn't Happen and Why It Didn't Happen. Cambridge, MA: National Bureau of Economic Research, February 1997. http://dx.doi.org/10.3386/w5917.

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Ríos Saloma, Martín F. (Martín Federico). Ten Years of the Middle Ages Historic Studies Seminar (SEHSEM-UNAM) 2007-2017. Premises, balance and perspectives. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/itma.2018.12.04.

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

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Waters, Tom, Agnes Norris Keiller, and Jonathan Cribb. Five years of recovery in living standards: middle incomes rise by more than for higher or lower income households. Institute for Fiscal Studies, March 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0228.

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Seery, Emma. 50 years of Broken Promises: The $5.7 trillion debt owed to the poorest people. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6737.

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This year marks an historic chapter in the story of international aid. On 24 October 2020, it will be 50 years since high-income countries committed to spending 0.7% of their gross national income (GNI) on aid to low- and middle-income countries. This paper examines how aid has helped to improve the wellbeing of people in low- and middle-income countries. It discusses how donors’ broken promises on the 0.7% target have limited the potential of aid to reduce poverty and inequality. Oxfam has calculated that in the 50 years since the 0.7% promise was made, high-income countries have failed to deliver a total of $5.7 trillion in aid. Finally, this paper reflects on the future of aid.
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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Lenhardt, Amanda. Private Sector Development Finance to Support the ‘Missing Middle’. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/k4d.2021.106.

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Evidence indicates that business support to small and medium enterprises (SMEs) in lower middle-income countries (LMICs) can improve firms’ performance, create jobs, and have a positive effect on labour productivity (Piza et al., 2016). The impacts of some approaches to private sector finance such as traditional loans, grants and technical assistance have been studied empirically, but there is limited evidence of the impacts of non-traditional and innovative financing instruments (Mallen & Bungey, 2019; Piza et al., 2016). Studies of financial instruments to support SMEs in LICs and LMICs tend to focus on particular markets or adaptations to traditional funding models rather than targeted outcomes such as sustainable employment creation (Mallen & Bungey, 2019). This report explores evidence on the effectiveness of financing options available to bilateral donors to promote private sector development (PSD) in LIMCs, however the evidence base for most financing instruments is extremely limited and much of the evidence is more than 5 years old. The report seeks to provide a (non-comprehensive) list of available Overseas Development Assistance (ODA) eligible options and a more detailed examination of those options for which evidence was identified for this review. An open search for evidence on PSD interventions to support SMEs in LMICs and LICs was carried out, followed by a targeted search of interventions seeking to support medium-sized enterprises (the ‘missing middle’) in Zambia specifically. The report begins with a brief overview of the ‘missing middle’ challenge in Zambia. Section 3 explores recent trends in bilateral finance for PSD. The remaining sections of the report explore available evidence on the effectiveness of specific interventions: credit guarantees, matching grants, equity investment and permanent capital vehicles, mezzanine finance, and funds of funds.
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