Relevant bibliographies by topics / Reading (Middle school) Case studies

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Academic literature on the topic 'Reading (Middle school) Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Reading (Middle school) Case studies"

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Lee, Jaeho, and Heeju Kim. "A study on the relationship between inferential understanding and reading ability of elementary school students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 841–52. http://dx.doi.org/10.22251/jlcci.2022.22.14.841.

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Objectives This study was conducted to examine the relationship between elementary school students' reasoning understanding and reading ability. Methods Specifically, 235 students from the third to sixth grades of elementary school participated. The inference understanding test was divided into bridge inference and elaboration inference areas, and consisted of a total of 30 questions. Reading activities and reading attitude tests were organized based on previous studies. Results First, it was found that the reasoning understanding of middle and high grades in elementary school increased as the grade increased, but in the case of reading activities, it decreased as the grade increased. Second, as a result of analyzing reading activities and reading attitude variables that affect the reasoning ability of middle school students in elementary school, only reading motivation variables were found to be statistically significant. And in the case of senior students, only the reading immersion variable was found to be statistically significant. Conclusions The reading immersion variable was found to be a significant variable even in the higher grades than in the middle school. Therefore, in future studies, it is necessary to conduct an elaborate study on the relationship between the factors affecting reading immersion and reading achievement as the effect of reading immersion.
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Collins, James. "“The reading wars in situ”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 1 (March 1, 2003): 85–100. http://dx.doi.org/10.1075/prag.13.1.04col.

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Engaging Raymond Williams’ argument (1977: 112) that “[a] lived hegemony is always a process ... [that] can never be singular,” this paper examines contrary tendencies toward domination and autonomy in national debates about education, classroom-based reading practices, and students’ formation of literate identities. In particular, I explore the dynamics of inequality and reflexivity through an ethnographic-and-discursive analysis of a US urban middle school undergoing pedagogical reform. The school presents a balance, roughly 50/50, of students living in poverty and not living in poverty and from majority and non-majority ethnoracial backgrounds. Because of statewide pressures to “improve test scores,” the school has agreed to an ambitious English Language Arts curriculum initiative which encourages reflexive self-guidance among teachers and students. The paper presents analyses of public debates about literacy and of classroom interactional dynamics as well as case studies of ‘struggling readers,’ that is, young adolescent deemed unsuccessful at school literacy. The analysis of literacy debates focuses on the displacement of class and race “effects” in discussions of pedagogical reform. The classroom analyses focus on conditions of pedagogical inclusion and exclusion and the apparent role of class, race, and gender in such conditions. The case studies focus on the articulation of school and non-school literate identities and the role of class, race, and gender in those identities and their articulation.
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Hall, Leigh A. "The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction." Teachers College Record: The Voice of Scholarship in Education 112, no. 7 (July 2010): 1792–829. http://dx.doi.org/10.1177/016146811011200708.

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Background/Context The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers’ comprehension abilities can be improved if their subject-matter teachers provide them with appropriate skill and strategy instruction, as well as regular opportunities to read and discuss texts. However, struggling readers may choose not to apply the reading skills they have been taught and may approach reading tasks in ways that they know prevent them from learning content and that marginalize their abilities to grow as readers. Purpose/Objective/Research Question/Focus of Study The multiple case study presented here was intended to explore how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year. A case study approach allowed for the actions that took place to be closely documented. Theories of identity, including models of identity, identity capital, and discursive identity, framed the analysis for this study and were used to interpret the research questions. The research questions were: (1) How do middle school teachers interact with struggling readers in relation to the reading task demands of their classrooms? (2) How do middle school struggling readers interact with the reading task demands of their content-area classrooms? Setting This study took place in one sixth-grade social studies classroom, one seventh-grade mathematics classroom, and one eighth-grade science classroom. Population/Participants/Subjects The participants were: (a) Sarah and Mrs. O'Reilly in sixth grade, (b) Nicole and Mrs. Harding in seventh grade, and (c) Alisa and Mrs. Baker in eighth grade. Research Design This was a descriptive year-long multiple case study. Data sources included biweekly observations, questionnaires, interviews, and graded class work. Findings Teachers’ interactions with struggling readers were based on (a) their models of identity for what it meant to become a good reader and (b) the discursive identities they created for their students based on their models of identity. Students’ interactions with classroom reading tasks were based on (a) how they identified themselves as readers and (b) their goal to prevent their peers, teachers, or family members from constructing a discursive identity of them as poor readers.
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Troyer, Margaret. "A Mixed-Methods Study of Adolescents’ Motivation to Read." Teachers College Record: The Voice of Scholarship in Education 119, no. 5 (May 2017): 1–48. http://dx.doi.org/10.1177/016146811711900502.

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Background Research has shown that reading motivation is correlated with achievement. Studying motivation in older students is particularly important as reading motivation declines over the course of elementary and middle school. However, current research largely fails to reflect the nuance and complexity of reading motivation, or its variation within and across contexts. Purpose This mixed-methods study investigates whether distinct reading motivation/achievement profiles exist for adolescents and what key levers foster adolescents’ motivation to read. This approach was designed to produce more generalizable results than isolated case studies, while providing a more nuanced picture than survey research alone. Research Design Seventh graders (n = 68) at two diverse public charter schools serving low-income students were surveyed regarding reading motivation and attitude. A cluster analysis of survey results and reading achievement data was conducted. One student per cluster was selected from each school for additional qualitative analysis (n = 8), and students and teachers (n = 2) were observed and interviewed. In addition, cross-case and cross-school analyses were conducted to determine key levers which may promote students’ motivation to read. Conclusions This study suggests that four distinct reading achievement/motivation profiles may exist. In addition, teachers have substantial influence on adolescents’ motivation to read. Teachers could benefit from gathering more information about students’ reading motivation and from promoting feelings of autonomy, competence, and relatedness.
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Maryam AlSereidi, Ali Salem. "Gender differences in reading skills in english: a case study of 11th grade public school students in UAE." Technium Social Sciences Journal 24 (October 9, 2021): 131–42. http://dx.doi.org/10.47577/tssj.v24i1.4693.

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This study aims to examine gender differences in reading skills (literal, inferential, critical, and appreciative) of 11th Grade students in public high schools in UAE and determine to what extent they are statistically significant. The survey uses a quantitative questionnaire about reading skills (literal, inferential, critical, and appreciative) in English. A total of 600 students (n = 300 male, n = 300 female) participated in this survey. A one-way ANOVA test is employed for data analysis. The results indicate that female students obtain higher mean scores (M = 3.54, SD =1.08) for reading practices with lower-level thinking skills (literal reading) and experience inferential and critical reading practices more than male students. However, they exhibit no significant difference in reading practices with lower-level thinking skills and inferential, critical, and appreciative reading skills in English. Future studies could extend this research domain to other countries in the Middle East with large student samples.
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Nurhadi, Ardhian. "E-Magazine sebagai Media Pembelajaran Teks Fiksi dan Nonfiksi (Studi Kasus pada Siswa SMP Islam Al-Azhar 38 Wonosari)." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (November 23, 2020): 861–71. http://dx.doi.org/10.33503/prosiding.v1i01.946.

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This study aims to explain the use of e-magazine media (electronic magazines) in learning fiction and nonfiction text material in Al-Azhar 38 Islamic Middle School Wonosari. The use of e-magazine media is intended to facilitate students in accessing as well as being a stimulant in reading comprehension of a text. This research is a qualitative descriptive study. The approach in research uses a case study approach. The type of case study in this study is in-depth case studies. Data collection techniques using observation and in-depth interviews. The results show that e-magazine is more effective and efficient in learning in fiction and nonfiction material networks, and is able to increase students' motivation in aspects of reading skills. Students are more interested in reading fiction and nonfiction texts presented in e-magazines than textbooks.
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Liu, Yan, Hongbing Liu, Yan Xu, and Hongying Lu. "Online English Reading Instruction in the ESL Classroom Based on Constructivism." Journal of Educational Technology Systems 48, no. 4 (January 28, 2020): 539–52. http://dx.doi.org/10.1177/0047239519899341.

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With the development of Internet technology, teachers are constantly seeking innovative methods to match the potential enhancement of technology. Although many studies have been done before, these are not enough in this field. The purpose of this article is to explore innovative designs to change traditional instruction mode and test its impact. The case was carried out in English as a Second Language (ESL), classroom of NO.9 middle school of Bengbu, an underdeveloped area of China. We compared online instruction with traditional textbook literature methods to improve the reading skills of students; a questionnaire survey designed specifically for this study was conducted at the end of semester; and the collected data were processed. The findings of this study indicated that online instruction is effective, students have gained more knowledge and information through Internet than before, it helped them to improve reading skills, arouse students’ interest and motivation in learning, exam results of students have been improved significantly, and it created a positive learning situation.
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Monte-Sano, Chauncey, Mary Schleppegrell, Sida Sun, Jiaxin Wu, and Jeff Kabat. "Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (October 2021): 142–84. http://dx.doi.org/10.1177/01614681211058971.

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Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that in classrooms such discussions are rare. When discussions do happen, few students tend to participate. Purpose/Focus of Study: We look to exemplar teachers’ classrooms where a range of ethnically, racially, linguistically, and academically diverse students participated substantively in discussions throughout social studies inquiries to understand what those teachers do to support broad and substantive student participation in discussion, knowing that discussion promotes student learning. Research Design: Using video recordings of class sessions, we conducted discourse analysis and used case study methods to examine classroom discourse over 20 days of inquiry across an academic year within the context of a larger, design-based research project. Findings: We identify how two teachers build toward and facilitate three types of disciplinary, whole-class, text-based discussions: Sensemaking, Argumentative, and Culminating Argumentative. We analyze the instructional work involved in preparing students for discussions, in situating discussions within a larger context of inquiry, and in facilitating discussions in the moment, focusing on the intellectual work being done when students take extended turns of talk that build on what has been said before. Conclusions/Recommendations: This work contributes a broader understanding of how students’ full participation in disciplinary discussion and argumentation can be supported in the context of inquiry. We draw implications for enabling all students to participate in inquiry, with particular attention to students learning English or needing support for reading complex sources.
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Joo, Hyungmi. "Literacy Practices and Heritage Language Maintenance." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 76–99. http://dx.doi.org/10.1075/japc.19.1.05joo.

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The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.
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Wall, Amanda. "A Literary Shadow Study." Education Sciences 12, no. 12 (November 22, 2022): 848. http://dx.doi.org/10.3390/educsci12120848.

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A shadow study can be an effective way to consider a student’s experience in school. For teacher candidates, engaging in a shadow study can be a responsive approach supporting growing habits of translating theory into practice and making connections among course concepts, research, theory, and principles. When middle-level teacher candidates were unable to have field experiences in recent semesters due to COVID-19, they instead took part in a literary shadow study of a character in a novel for young adolescents. After taking running notes while reading, they connected aspects of the character (including thoughts, words, and actions) to research and principles about education for young adolescents. This was a collective case study to determine overall themes across two cohorts of teacher candidates’ shadow studies. Each candidate’s literary shadow study was a source of data, analyzed through discourse analysis. The AMLE standards for middle level teacher preparation were start codes; other codes were identified through data analysis. This study builds on the scant research on the shadow study procedure and presents evidence of teacher candidates’ learning about young adolescent development as well as middle level structures, and how they connect these ideas to specific student experiences (in this case, fictional) and their own identities as teachers.
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Dissertations / Theses on the topic "Reading (Middle school) Case studies"

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Yeary, David Lee. "A Case Study of Middle School Teachers' Preparations for High-Stakes Assessments." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4263.

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Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants were 6 teachers and 2 administrators at a local rural middle school who either taught English language arts or supervised those teachers before the first administrations of the new test. The research questions were designed to gather through interviews, local educators' descriptions of their test preparation methods, activities, the information and training provided to them prior to the new tests, and their views about what was needed to better prepare students. Interview data were coded and analyzed for common themes. Findings were that participants felt they had limited prior information about the tests, that their previous instructional methods were ineffective, and that local teachers needed training in order to design and implement effective reading instruction aligned with test objectives to better prepare students for more rigorous academic tasks. This study and the resulting professional development project for teachers have the potential to affect positive social change at the local level by helping teachers improve literacy instruction aligned with standards and assessments. Consequently, students will be better prepared to access the increased rigor of the standards and the assessments.
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Kwan, Kit-man Kitty, and 關潔文. "An evaluation of students' language difficulties in using history and integrated science materials in form I in an Anglo-Chinese secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626597.

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Martinez-Avalos, Maria Teresa. "A Case Study of School Improvement Factors at Southwest Middle School." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333337.

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This is a case study of school improvement factors at a Southwestern Middle School where the researcher examined the demographics of the Southwest Unified School District and Southwest Middle School, the school's academic performance history, school leadership, teachers and the school improvement process it was mandated to follow for five years. Also, there included a discussion of the reasons Southwest Middle School moved into school improvement, the number of years it remained in school improvement, the leadership during these years, and the mandates imposed on the school from the No Child Left Behind (NCLB) federal legislation and the Arizona Department of Education state mandates. The mandates were determined by the school's level of improvement. In this case study Southwest Middle School had been at a serious level of improvement for the previous five years 2008 - 2013. Therefore, a visit from a team of Arizona Department of Education school improvement experts called the Solutions Team was initiated. This initiated visit was to be an evidenced based inquiry that generated four school improvement recommendations to be followed as a framework for continuous school improvement. Also, the researcher examined the documentation generated through the Solutions Team visit and the impact it made on the Southwest Middle School improvement process. Quantitative outcomes in the area of student achievement are presented in this case study that shown continuous decreases in the standardized test results generated from the State mandated test known as the Arizona Instrument to Measure Standards (AIMS Test) results until the school remained open till spring, 2013. Interviews with personnel involved in the school improvement efforts showed differing perceptions of success in efforts before the school closure. There was some evidence that test scores had begun to improve at Southwest Middle School but, it was too little, too late and the school closed in Spring, 2013. Unfortunately, in spite of increased efforts, it was too little, too late, and the improvement was minimal, forcing the Southwest Unified School District to close Southwest Middle School in spring, 2013. Following were identified factors that facilitated or hindered the implementation of plans aimed at school improvement.
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Stroupe, Laura Kathryn. "A Case Study of Middle School Teachers’ Reading Perceptions, Attitudes, and Practices." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120151049.

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Bergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch’s (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.
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Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Stroupe, Laura. "A case study of middle school teachers' reading perceptions, attitudes, and practices." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120151049.

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May, Nicole Jenks. "Discovering Regalos| A Case Study of Saint Anne's Middle School." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537932.

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Saint Anne's Middle School is a Catholic, bilingual, bicultural, middle school for girls that participates in the Milwaukee Parental School Choice Program. This case study explored reading and language arts as experienced in the school through the lens of a school library media specialist. The students’ social, emotional, and intellectual needs appeared to be met at the school for the most part. The school also exhibited best practices for teaching reading at the middle school level to bilingual students. However, to improve reading, the school would want to consider changing the school’s focus from reading comprehension to reading engagement so that students become lifelong readers. In addition, as schools begin to roll out the new educational framework known as the Common Core, which will change how librarians and teachers present reading, and standardized tests assess reading, it is essential that more time be dedicated to exploring point-of-view in informational texts. Finally, because the students tend to score lower on vocabulary than comprehension in reading assessments, increasing the use of free-reading books to introduce vocabulary may provide further opportunities for students to improve on standardized test scores while teaching a valuable lifelong skill. In sum, even a strong school can improve on reading and language arts instruction, and this project shows ways that teachers and librarians can change their thinking to be ready to implement Common Core and still achieve reading engagement.

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Wilson, Amy A. "Case Study of a Middle School Reader Attending a Separate Reading Class." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1499.pdf.

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Chau, Suk-ching Esther, and 周淑貞. "The role of middle managers in a primary school under School-based management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27738462.

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Books on the topic "Reading (Middle school) Case studies"

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How reading literature helps students to integrate their school curriculum: Seven case studies. Lewiston, NY: Edwin Mellen Press, 2008.

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A, Marsh Julie, ed. Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND, 2008.

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I can fly: Teaching narratives and reading comprehension to African American and other ethnic minority students. Lanham: University Press of America, 1999.

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Reading time: Changing literacy practices of urban students and families in secondary school. New York: Teachers College Press, 2012.

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Beers, G. Kylene. Reading social studies. Austin, Tex: Holt, Rinehart and Winston, 2007.

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Watson, Charles R. Middle school case studies: Challenges, perceptions, and practices. Upper Saddle River, N.J: Merrill, 1997.

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Silverman, Daniel A. Queen Victoria's baggage: The legacy of building dysfunctional organizations. Lanham: University Press of America, 1999.

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Robb, Laura. Teaching reading in social studies, science, and math. New York: Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. New York: Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. New York: Scholastic Professional Books, 2003.

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Book chapters on the topic "Reading (Middle school) Case studies"

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Yoon, Bogum. "Case Studies in the Middle School Classroom." In Critical Literacies, 79–104. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-943-1_5.

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Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies, 99–118. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

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Naidoo, Jamie Campbell. "Foster-EBSCO Endowed Professor, School of Library and Information Studies, University of Alabama, & Former Association for Library Service to Children." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 257–70. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-25.

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Naidoo, Jamie Campbell. "Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 265–78. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189268-27.

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Naidoo, Jamie Campbell. "Foster-EBSCO Endowed Professor School of Library and Information Studies, University of Alabama, and Former President Association for Library Service to Children." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 265–78. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189268-27.

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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.

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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.

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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.
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Norton, Marcia M., and Paula E. Lester. "Middle-School and Junior-High Case Studies." In K-12 Case Studies for School Administrators, 77–122. Routledge, 2017. http://dx.doi.org/10.4324/9781315143781-4.

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Conference papers on the topic "Reading (Middle school) Case studies"

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Hamner, Emily, Lauren Zito, Jennifer Cross, Brett Slezak, Sue Mellon, Heather Harapko, and Michelle Welter. "Utilizing engineering to teach non-technical disciplines: Case studies of robotics within middle school English and health classes." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757486.

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Wendt, Amy, Tam Mayeshiba, Jean DeMerit, Lauren Aneskavich, Kevin Cheng, Steven Cramer, Susan Hagness, Amy Schiebel, and Kimberly A. S. Howard. "Work in progress — engineering case studies inspired by society's Grand Challenges for Engineering: An integrated approach to middle school stem instruction." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462261.

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Santhosh, Malavika Elaveetil, Jolly Bhadra, Azza Saad, Rana Magdy, Shahad Alkhair, Ruba Ali, Enas Ehalwary, and Noora Al-Thani. "A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0180.

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The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).
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Kelsey, Karishma, and Andrew J. Zaliwski. "Let’s Tell a Story Together." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3718.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology: The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.
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Das, Madhurima. "Full Steam Ahead: Hands-on Elementary Education and Persistence During COVID-19." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24290.

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Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.
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Reports on the topic "Reading (Middle school) Case studies"

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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