Articoli di riviste: "Inclusion into middle school"

1

Fishman, Jordan M., e Barbara M. Goss. "Inclusion in an Urban Middle School". Middle School Journal 27, n. 4 (marzo 1996): 24–28. http://dx.doi.org/10.1080/00940771.1996.11495905.

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Nurfadilla, Vania, Sutarjo Sutarjo e Lilis Karyawati. "The Implementation of Student Guidance in Karawang Islamic Middle School". Edumaspul: Jurnal Pendidikan 6, n. 1 (1 marzo 2022): 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.

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Planning for student guidance in school inclusion is carried out at the beginning of the new school year in the school work meeting agenda by conducting, identifying needs, interests, talents through assessment activities for students with special polling needs and spreading interest to students. Implementation of student guidance in schools is carried out by combining the special needs of students with the class system. In the implementation of guidance there is a positive interaction between crew members and students. But to develop leadership crew members are not involved. Guidance on school evaluation in inclusive schools is carried out with two things in mind in the evaluation, namely evaluation of program management and evaluation of school fee development. The success of school guidance in schools comes from inclusion in the form of achievement and attitude change and the development of independent schools. The purpose of this research is to describe how the process of student management management is held in inclusive school education providers. The method used in this study is a descriptive method with a qualitative approach. Data was collected by means of interviews, and observations. The results showed that the scope of student development in schools was divided into three, namely leadership guidance through OSIS, extracurricular, academic and non-academic guidance and development.

3

Xu, Jianzhong. "Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study". Teachers College Record: The Voice of Scholarship in Education 108, n. 7 (luglio 2006): 1496–530. http://dx.doi.org/10.1177/016146810610800710.

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A growing number of schools have implemented inclusion programs for students with disabilities. Yet, there is hardly any acknowledgment of the presence of minorities in the inclusion implementation literature. This article uses ethnographic data to examine the experiences of one Black family in an urban middle school inclusion program. The study revealed that the school and the family held quite different worldviews regarding (a) academics versus social growth, (b) physical safety versus psychological safety, and (c) roles of the family, the child, and the school. In addition, the study revealed that the family's reactions were influenced by the inclusion program directly and by the school's desire to create an overall inclusive environment and that these parental reactions were further shaped by cultural lens and the power differential that existed between the family and the school. This article points to the critical importance of expanding the circle of current discourse on the realization of inclusion to include culturally diverse families, particularly because the data suggest that the longstanding power differential between the school and these families may intensify in inclusive settings.

4

Rothenberg, Dianne. "Full Inclusion: Creating a Heterogeneous Middle School". Middle School Journal 25, n. 1 (settembre 1993): 71–73. http://dx.doi.org/10.1080/00940771.1993.11495194.

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Rothenberg, Dianne. "Inclusion in the Middle School: An Update". Middle School Journal 27, n. 1 (settembre 1995): 56–58. http://dx.doi.org/10.1080/00940771.1995.11496145.

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Shin, Yu-jin, e Hyo-jeong Seo. "Experiences and Support Needs of Parents of Fully Included Students with Disabilities who made Transition from Elementary to Middle Schools". Special Education Research Institute 28, n. 2 (31 ottobre 2023): 1–31. http://dx.doi.org/10.56460/kdps.2023.28.2.1.

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Purpose: The purpose of this study is to examine the experiences and support needs of parents of students with disabilities who have been fully included in the transition process of elementary and middle schools. Methods: In-depth interviews were conducted with five parents of children with disabilities who are in the process of transition from elementary school to middle school or have already completed the transition. Results: By analyzing the interviews, four upper categories of “full inclusion experiences of parents and students with disabilities”, “parents struggling in the transition process”, “supports for full inclusion again”, and “supports for resolving blind spots”. and 15 lower categories were derived. Conclusions: First, parents perceived the full inclusion for students with disabilities positively. Second, parents’ sacrificing and striving for the transition and school life of children with disabilities who are fully included were confirmed. Third, matters and conditions that parents of students with disabilities who were fully included in the elementary school considered for full inclusion in middle school were identified. Fourth. support needs of parents of students with disabilities who are fully included for a successful transition from elementary to middle school were identified.

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Goldsmith, Pat Rubio, e Richard Abel. "The Dice Are Loaded: Schools’ Social Class Composition and Athletic Contests". Socius: Sociological Research for a Dynamic World 8 (gennaio 2022): 237802312110694. http://dx.doi.org/10.1177/23780231211069423.

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Research shows that social class differences in high school sports participation are large and growing. However, focusing on sports participation may obfuscate large social class differences in sports performance among participants. The authors develop theoretical predictions on the basis of exclusion (middle-class youth perform sports better) and inclusion (working-class youth perform sports better). To test these predictions, the authors analyze the relationship between high schools’ social class composition and success in high school athletics using data on more than 200,000 contests in school fixed-effects models. The findings indicate that predominantly middle-class schools beat economically integrated and predominantly working-class schools by large margins, supporting exclusivity perspectives. Also, predominantly working-class schools win as much as economically integrated schools, providing evidence of inclusion, but inclusion is much weaker than exclusion. The authors conclude that sports performance among youth is highly stratified by social class.

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Price, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice e Penny Wrighthouse. "Mathematics Notebooks in Middle School and Junior High School". Mathematics Teaching in the Middle School 3, n. 1 (settembre 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

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Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.

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Pfeffer, K., e A. Olowu. "Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings". Perceptual and Motor Skills 62, n. 3 (giugno 1986): 771–74. http://dx.doi.org/10.2466/pms.1986.62.3.771.

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Drawings of a man and a woman were obtained from 125 Yoruba school children from middle and low income schools. Comparisons based on over-all shape and proportion of figures, inclusion of and position of body parts, and inclusion of clothes and fine details were made between subjects of middle and low income. Middle-income children drew more realistic figures than low-income children based on all the measured criteria. Findings were related to differences in socialization. Implications for education were also discussed.

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Benjamin, LaToya, e Sunddip Panesar-Aguilar. "Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study". World Journal of Education 10, n. 1 (21 febbraio 2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.

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Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.

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Kilmartin, Randy A., e Katrina K. Pimentel. "Factors Promoting Inclusion and Success for Underrepresented High School Students in STEM". Journal of Transformative Leadership & Policy Studies 4, n. 1 (1 giugno 2014): 50–58. http://dx.doi.org/10.36851/jtlps.v4i1.472.

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The focus of this study was to ascertain the best prac-tices and policies for school leaders in recruiting, sup-porting, and retaining underrepresented students in Sci-ence, Technology, Engineering and Mathematic (STEM) courses while encouraging STEM related career fields. This report synthesizes empirical research at two com-prehensive high schools in Northern California funded through a CSU Doctoral Research Fellowship. The policy implications from this study are central to promoting access and inclusion in STEM education and future career pathways. Schools need to market and advertise their STEM programs and begin recruiting within their school, particularly at the middle school level. It was clear from this research that the initial “curiosity” that is promoted by the STEM curriculum needs to be fostered so that stu-dents continue to be interested in STEM once they get to high school.

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Vaughn, Sharon, Jeanne Shay Schumm, Janette Klingner e Linda Saumell. "Students' Views of Instructional Practices: Implications for Inclusion". Learning Disability Quarterly 18, n. 3 (agosto 1995): 236–48. http://dx.doi.org/10.2307/1511045.

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This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

13

Fox, Norman E., e James E. Ysseldyke. "Implementing Inclusion at the Middle School Level: Lessons from a Negative Example". Exceptional Children 64, n. 1 (ottobre 1997): 81–98. http://dx.doi.org/10.1177/001440299706400106.

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This article summarizes lessons learned from a formative evaluation of one attempt to implement inclusion of students with mild to moderate mental impairment (MMMI) in general classes in a suburban middle school. We compared the process and outcomes of this attempt with intentions of key players, results of school-change research, and considerations of treatment integrity and social validity. Results of a statistical analysis of peer attitudes were used as additional outcome data. Although full inclusion was not successfully implemented during the year of evaluation, several lessons were learned, which can be applied to other attempts to implement inclusion at the middle school level.

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Tanner, C. Kenneth, Deborah Jan Vaughn Linscott e Susan Allan Galis. "Inclusive Education in the United States". education policy analysis archives 4 (24 dicembre 1996): 19. http://dx.doi.org/10.14507/epaa.v4n19.1996.

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School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.

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Racu, Aurelia, e Natalia Munteanu. "Creating a tolerant attitude - a remedy for the social inclusion of young people with disabilities in academia". Review of Psychopedagogy 10, n. 1 (20 luglio 2021): 150–55. http://dx.doi.org/10.56663/rop.v10i1.27.

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Inclusive education in academia has become a key concept worldwide. Inclusion in the academic environment does not start from scratch but is based on the principles and measures applied since the levels of previous stages of education (school, middle school, high school) with their specific adaptation.In order to optimize the possibilities of access in university education, inclusive education in the previous stages of schooling remains essential, which should be complemented with effective transition strategies.In order to achieve an effective socio-educational inclusion, it is essential to have coherence and concordance between the educational policy and the education system, on the one hand, and the practical ways of achieving it on the other hand.

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Shields, Carolyn M., e Kristina A. Hesbol. "Transformative Leadership Approaches to Inclusion, Equity, and Social Justice". Journal of School Leadership 30, n. 1 (5 settembre 2019): 3–22. http://dx.doi.org/10.1177/1052684619873343.

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The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consistent with transformative leadership. We sought to (a) describe the challenges faced by these school leaders in addressing the needs of changing populations, (b) understand the ways in which these educators conceptualize an equitable education for all, and (c) identify the inclusive practices that they implement to ensure a socially-just education for all. This study used a transformative, multiple case study to understand the beliefs and practices of three school leaders. Data were collected for this study at one elementary, one middle, and one high school in the same urban school district. We used transformative leadership theory as a conceptual framework to guide the data collection and analysis, focusing explicitly on inclusion, equity, excellence, and social justice. The findings demonstrate how leaders exercise equitable, socially just leadership to create welcoming, inclusive schools where all students, including those who are minoritized or economically disadvantaged, feel affirmed, respected, and academically challenged. An important major challenge that emerged was the need for alignment of district goals and practices with those of school leaders. We conclude with a call to school leaders to disrupt inequitable school cultures and work in transformative ways.

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Ritter, Carol L., Charles S. Michel e Beverly Irby. "Concerning Inclusion: Perceptions of Middle School Students, Their Parents, and Teachers". Rural Special Education Quarterly 18, n. 2 (giugno 1999): 10–16. http://dx.doi.org/10.1177/875687059901800203.

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DeSimone, Janet R., e Rene S. Parmar. "Issues and Challenges for Middle School Mathematics Teachers in Inclusion Classrooms". School Science and Mathematics 106, n. 8 (dicembre 2006): 338–48. http://dx.doi.org/10.1111/j.1949-8594.2006.tb17754.x.

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Kilgore, Karen, Cynthia C. Griffin, Paul T. Sindelar e Rodman B. Webb. "Restructuring for Inclusion: A Story of Middle School Renewal (Part I)". Middle School Journal 33, n. 2 (novembre 2001): 44–51. http://dx.doi.org/10.1080/00940771.2001.11494663.

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Hays, Sarah Joanne, Janna Brendle e Robin Lock. "The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms". Texas Educator Preparation 7, n. 2 (7 ottobre 2023): 73–89. http://dx.doi.org/10.59719/txep.v7i2.22.

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The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.

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Sakdiyah, Ismi Halimatus, e Frida Murtinasari. "Absorption Ability Of Inclusion School Students In Number Counting Operations". Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran 2, n. 3 (31 dicembre 2023): 202–6. http://dx.doi.org/10.58432/mahir.v2i3.1020.

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The aim of this research is to determine the absorption capacity of Jember TPA Inclusion Middle School students after being given additional lesson hours on number counting operations material. This type of research is qualitative with a descriptive approach. The research subjects were students in classes V11, V11 and 1X of Jember TPA Inclusion Middle School. The instruments used were field notes, tests of students' ability to absorb number calculation operations and interviews. The results obtained were student absorption capacity of 67% and classical completion 35%, because classical completeness is lower than the absorption capacity, classically it is said to be incomplete, meaning that you have to repeat the previous KD even though there are several students who have completed it, so it can be said that the students' absorption capacity in number counting operations is said to be very low.

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Moody, William B. "A Program In Middle School: Problem Solving". Arithmetic Teacher 38, n. 4 (dicembre 1990): 6–11. http://dx.doi.org/10.5951/at.38.4.0006.

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Recent literature concerned with the mathematics curricula for the elementary and middle school grades has st ressed the need for inclusion of more acti vitie involving problem solving and meaningful computational instruction. The authors of Curriculum and Elvaluarion Srandards for School Marhemarics (Srandards) (NCTM 1989) encourage the development of “an individual's abilities to explore. conjecture. and reason logically. as well a the ability to use a variety of mathematical methods to solve nonroutine problems.” (p. 5) They plea for intuitive approache to solving problem in the middle chool years as a foundation for solving problems in algebra. Mathematic competitions can be one way to create opportunities for developing interest and skill in problem olving and dealing with nonroutinc problems.

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Siegel-Hawley, Genevieve, Stefani Thachik e Kimberly Bridges. "Reform With Reinvestment: Values and Tensions in Gentrifying Urban Schools". Education and Urban Society 49, n. 4 (26 aprile 2016): 403–33. http://dx.doi.org/10.1177/0013124516643763.

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As cities across the country experience an influx of White and middle- to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood’s elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools.

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-Xia, Feng, Yuzhen -Xu e Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs". World Journal of Educational Research 7, n. 2 (2 maggio 2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.

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With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exploration from mainstreaming to lifelong inclusive education, with the concept of “universal, inclusive and lifelong”, has developed and implemented support programs, providing “group”, “categories” and “individual” support for school-age, preschool and post-school-age students with special needs, developed and implemented 37 transition service programs including five stages: from home to kinder garden, from kindergarten to primary school, from primary school to junior middle school, from junior middle school to special vocational school; after special vocational school.

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Tran, K. M., J. D. Cook, E. E. Blair, P. E. Peppard e D. T. Plante. "0168 Effects of School Night Sleep Duration and Circadian Preference on Student Tardiness: An Investigation in a Middle-School Aged Sample". Sleep 43, Supplement_1 (aprile 2020): A66—A67. http://dx.doi.org/10.1093/sleep/zsaa056.166.

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Abstract Introduction Sleep and circadian factors play an important role in school attendance, academic performance, and daytime behaviors among adolescents. This investigation assessed school night sleep duration (SNSD) and circadian preference (CP) association with first period tardies (FPT) using a middle-aged sample from the Madison (Wisconsin) Metropolitan School District (MMSD), prior to implementation of a planned district-wide delay in middle school start times. Methods 4,175 middle-school aged students from 12 MMSD schools completed a sleep survey, which included SNSD and a validated 4-level measure of CP. Self-reported SNSD between 4-and-12 hours served as final sample inclusion criterion. Mixed effects modeling was employed with students nested within school. Linear regression determined SNSD and CP effect on student tardiness. Individual, year-long FPT served as outcome variable. Inclusion of SNSD quadratic term was not statistically indicated. Full model covariates included age, sex, race, parent educational level, homelessness, free and reduced lunch, and special education status. Results Final sample included 3,860 students. Univariate regression determined a significant CP association with FPT [β=1.20, 95% CI (0.54, 1.86), F(1,10.41)=13.7, p=0.004), but not SNSD [β=-0.31, 95% CI (-0.70, -0.09), F(1,10.21)=2.5, p=0.14]. SNSD and CP interaction was not significant. CP significance was maintained in the full model [β=1.24, 95% CI (-0.70, -0.09), F(1,11.21)=13.7, p=0.004]. Evening preference associated with 3.72 more FPT, relative to morning preference. Conclusion Results suggest evening preference is associated with increased risk of tardiness among middle school students. Future research that examines the relationships between delayed school start times, circadian preference, and impact on school tardiness is indicated. Support This research was generously supported by a grant from the Madison Education Partnership (MEP).

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Yasar, Muhammet Ruhat, e Zeynel Amac. "Teaching Syrian Students in Turkish Schools: Experiences of Teachers". Sustainable Multilingualism 13, n. 1 (1 novembre 2018): 225–38. http://dx.doi.org/10.2478/sm-2018-0019.

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Summary The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.

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Czyż, Anna Katarzyna. "Selected determinants of the attitudes of educational staff towards inclusive education". Edukacja Elementarna w Teorii i Praktyce 15, n. 3(57) (16 ottobre 2020): 49–65. http://dx.doi.org/10.35765/eetp.2020.1557.04.

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The article brings up extremely important issues for disabled people: selected conditions for the success of the educational inclusion process. The research was conducted in a positivist paradigm and was focused on the attitudes of teachers and determinants of these attitudes. For diagnostic purposes, the research tool “Scale for Testing Teachers’ Attitudes Towards Inclusive Education” was used. A total of 363 teachers, school counselors, and school psychologists took part in the study. They represented levels of education from kindergarten to middle school (which is currently part of primary school in any case). Both special and mainstream schools were represented in the study. Variables such as age, type of institution, level of education, and position were taken into account. The results confirmed the hypoth- eses that some variables—type of institution, level of education, and position—significantly discriminate the results of the groups.

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KOÇYİĞİT, Atilla, e Murat PEKTAŞ. "An Investigation of Middle School Science Textbooks’ Inclusion of History of Science". Cumhuriyet International Journal of Education 6, n. 1 (1 marzo 2017): 185–99. http://dx.doi.org/10.30703/cije.321452.

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Butler, Rhea S., e Samuel R. Hodge. "Social Inclusion of Students with Disabilities in Middle School Physical Education Classes". RMLE Online 27, n. 1 (gennaio 2004): 1–10. http://dx.doi.org/10.1080/19404476.2004.11658162.

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Santoli, Susan Pitts, John Sachs, Elizabeth A. Romey e Stephen McClurg. "A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support". RMLE Online 32, n. 2 (gennaio 2008): 1–13. http://dx.doi.org/10.1080/19404476.2008.11462055.

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King, Ilda Carreiro. "Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles". Theory Into Practice 42, n. 2 (maggio 2003): 151–58. http://dx.doi.org/10.1207/s15430421tip4202_9.

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DeSimone, Janet R., e Rene S. Parmar. "Middle School Mathematics Teachers' Beliefs About Inclusion of Students with Learning Disabilities". Learning Disabilities Research and Practice 21, n. 2 (maggio 2006): 98–110. http://dx.doi.org/10.1111/j.1540-5826.2006.00210.x.

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Deering, Paul D. "Making Comprehensive Inclusion of Special Needs Students Work in a Middle School". Middle School Journal 29, n. 3 (gennaio 1998): 12–19. http://dx.doi.org/10.1080/00940771.1998.11494502.

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Eide, Kathleen Y., e Michael W. Heikkinen. "The inclusion of multicultural material in middle school science teachers' resource manuals". Science Education 82, n. 2 (aprile 1998): 181–95. http://dx.doi.org/10.1002/(sici)1098-237x(199804)82:2<181::aid-sce4>3.0.co;2-a.

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Heiman, Tali. "Inclusive Schooling-Middle School Teachers' Perceptions". School Psychology International 22, n. 4 (novembre 2001): 451–62. http://dx.doi.org/10.1177/0143034301224005.

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Giavrimis, Panagiotis. "School Discipline and Greek Education: Conceptualizations and Ideological Implications". Open Journal for Sociological Studies 7, n. 2 (31 dicembre 2023): 51–66. http://dx.doi.org/10.32591/coas.ojss.0702.02051g.

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The purpose of the present study is to explore middle school teachers’ views on discipline. The qualitative research method was used. The participants in the research consisted of 21 middle school teachers. The teachers in our study conceptualized discipline as a tool of orderliness, orienting individuals to conscious compliance with rules. School discipline can affect students’ social inclusion and social control. Some also referred to its ideological orientation. School discipline is implemented directly or indirectly, with educational policy and institutions playing essential mediating roles.

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Woo, Myung-Suk. "The impact of the perception of psychosocial school environment on student growth: Focusing on the negative effects of poverty". Korean Journal of Teacher Education 40, n. 3 (31 maggio 2024): 149–70. http://dx.doi.org/10.14333/kjte.2024.40.3.07.

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Purpose: This study analyzed whether the psychosocial school environment mitigates the detrimental effects of poverty and influences students' initial cognitive (Korean, math, and English grades) and emotional (self-esteem) development during elementary school, as well as their growth trajectories throughout middle and high school. Methods: This study used longitudinal data from the same cohort of students surveyed at three intervals: elementary, middle, and high school spanning a six-year period from 2015, to 2018 and 2021. Data were obtained from the Korea Welfare Panel Study Supplementary Survey on Children.Analysis was conducted using the Multilevel Growth Model to examine the cognitive and emotional development trajectories of students throughout their elementary, middle, and high school years. Results: In terms of cognitive development, the study found that teacher support within the psychosocial school environment positively influenced the growth rate of Korean language subject grades. Regarding emotional growth, factors such as teacher support, school atmosphere, and peer relationships within the psychosocial school environment all exhibited significant positive effects on the initial levels of self-esteem among elementary school students. Additionally, the school atmosphere positively impacted the growth rate of self-esteem. The negative impact of poverty was often diminished or mitigated with the inclusion of variables such as students’ learning attitudes and parental educational involvement and supervision. Furthermore, with the additional inclusion of psychosocial school environment variables, the adverse effects of poverty almost completely disappeared. However, the influence of poverty persisted, manifesting as a negative impact on the initial scores of English subject grades. Conclusion: The psychosocial school environment can positively contribute to students' cognitive and emotional development. Particularly, teacher support has a positive impact on both the cognitive and emotional growth of students, and school climate and peer relationships are positively associated with emotional development. Therefore, efforts should be made in schools to strengthen teacher support, and to foster a positive school climate and peer relationships, aiming for a positive direction in cognitive and emotional development.

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Cronenberg, Stephanie. "Teaching general music to young adolescents: Findings from a survey of music teacher perspectives". International Journal of Music Education 37, n. 1 (17 ottobre 2018): 43–58. http://dx.doi.org/10.1177/0255761418794728.

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Middle school general music is an often-overlooked aspect of music education in the United States. Yet at some point, many music educators face a teaching assignment including one or more sections of middle school general music. In this study, I investigated whether the principles that guide music educators in teaching middle school general music align with the middle level concept, articulated in This We Believe: Keys to Educating Young Adolescents. In addition, I sought to examine the impact of a teacher’s lived experience on these principles. This survey of middle school teachers revealed that while less than 10% of respondents were aware of This We Believe, over 60% regularly use principles aligned with the middle level concept to guide their teaching, with the major exception of diverse assessment techniques. Analysis also revealed that over 80% of respondents are greatly influenced by their teaching experience when making teaching decisions compared to less than a third by their preservice preparation. Implications for this study include the inclusion of the middle level concept in preservice education, the diversification of assessment approaches in middle school general music, and the potential influence of the school community on a teacher’s practice.

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Ferreira, Marco. "A Theoretical Essay about Inclusion and the Role of Teachers in Building an Inclusive Education". European Journal of Education and Pedagogy 3, n. 3 (28 maggio 2022): 97–104. http://dx.doi.org/10.24018/ejedu.2022.3.3.353.

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This article is a theoretical essay that revisits the concept of inclusive education and places teachers at the heart of the educational commitment of all schools, which means, quality education for all students. The teacher's knowledge, attitudes and values influence the building of a learning environment that facilitates a focus on the needs of each student, placing the student in the middle of the edification of an inclusive school. In this article, we will, on one hand, value the need for the teacher to move towards the development of differentiated pedagogical practices in the classroom, where pedagogical differentiation, as a principle of positive discrimination, is a way of guaranteeing equal opportunities in accessing teaching and learning. On the other hand, we will also consider reflective practice as a privileged resource for the teacher to develop new skills and knowledge. Teachers who reflect on their practices tend to adopt professional attitudes that lead to self-critique, commitment, responsibility, and autonomy. Being a reflective teacher is a pathway to the birth of a different teacher; a teacher capable of improving teaching competencies by creating learning opportunities that will facilitate the implementation of different methodological approaches.

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Ocete Calvo, Carmen, Javier Pérez Tejero e Javier Coterón López. "Propuesta de un programa de intervención educativa para facilitar la inclusión de alumnos con discapacidad en educación física (Propose of an educative intervention program for inclusion of children with disability in general physical education)". Retos, n. 27 (5 marzo 2015): 140–45. http://dx.doi.org/10.47197/retos.v0i27.34366.

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En este trabajo se presenta el diseño y estructura de un programa de intervención educativa en Educación Física: «Deporte Inclusivo en la Escuela». La propuesta, destinada a profesores y alumnos de Secundaria y Bachillerato, persigue promover la práctica deportiva inclusiva en los centros educativos, dando a conocer los diferentes deportes paralímpicos, para concienciar sobre la situación de las personas con discapacidad en la práctica deportiva. El diseño está basado en las teorías del Contacto y del Comportamiento Planificado, ambas evidenciadas como eficaces para la formación de actitudes. La estructura que conforma el programa está compuesta por una serie de actividades y recursos didácticos como una charla de un deportista paralímpico, tres unidades didácticas (una por ciclo), material audiovisual de apoyo y un encuentro deportivo inclusivo con todos los centros participantes en el programa. Una de las características más relevantes de la propuesta es el uso de una metodología de carácter inclusivo, ya sea incluyendo a los alumnos con discapacidad presentes en los centros, o simulando la situación de discapacidad los alumnos que no la poseen. La exposición teórica se apoya en datos de la implementación llevada a cabo hasta el momento en 38 centros educativos de Madrid y Barcelona.Palabras clave. actitud, inclusión, discapacidad, Educación Física, programa intervención, deporte inclusivo.Abstract. In this paper, it´s presented the design and structure of an educational intervention program in Physical Education: «Inclusive School Sports (ISS)». It´s propose for teachers and middle and high school students, aims promote inclusive sports in schools and different Paralympics sports through an inclusive methodology and raising awareness about the situation of people with disability in sport practice. The design is based on the contact and of planned behavior theories, both are evidenced as effective in attitudes training. The structure program is composed of a series of activities and educational resources such as a talk by a Paralympics sportiest, three teaching units (one per cycle) and inclusive sporting event with all participants in the program centers. The newest program is the methodology propose by inclusive perspective, so including students with disabilities present in the centers, or simulating the situation of disabilities students. The program has been implemented in 38 educative centre of Madrid and Barcelona. It´s present a approach to the evaluation and advances in the results.Keywords: attitude, inclusion, disability, Physical Education, intervention program, inclusive sport.

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Forlin, Chris, e Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location". Australasian Journal of Special Education 29, n. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.

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In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

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Yoo, Yun kyung, e Eunhee Paik. "The Perception of Special Education Teachers on the Importance and the Implmentability of Individualized Positive Behavior Support in Inclusive Middle School". Journal of Behavior Analysis and Support 7, n. 3 (dicembre 2020): 41–64. http://dx.doi.org/10.22874/kaba.2020.7.3.41.

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The purpose of this study was to investigate the perception of middle school special education teachers on importance and implementability of the individualized positive behavior support, and to find out what administrative support is needed for positive behavior support in inclusive middle school setting. Specific research questions were as follows. First, what is the perceptions of special education teachers on the importance of the individualized positive behavior support in inclusive middle school? Second, what is the perceptions of special education teachers on implementability of individualized positive behavior support in inclusive middle schools? Third, what support is necessary to implement and manage the individualized positive behavior support in inclusive middle school? Paired Sample t-test and Repeated Measures ANOVA methods were operated, utilizing IBM SPSS 25 for quantitative data analysis. Open questions were also included to know the needed support for teachers. The results of the study were as follows: First, it was found that the special education teachers perceived functional behavior assessment, intervention, and crisis intervention plan being important factors mostly. Secondly, teachers had been implemented functional behavior assessment, prioritizing target behavior defining and crisis intervention plan at school. Lastly, it is necessary to provide administrative support for teachers like enough time for intervention, school culture change and professional help like applied behavior analysis for positive behavior intervention support in inclusive middle school.

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XU, JIANZHONG. "Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study". Teachers College Record 108, n. 7 (luglio 2006): 1496–530. http://dx.doi.org/10.1111/j.1467-9620.2006.00701.x.

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Deering, Paul D. "An ethnographic study of norms of inclusion and cooperation in a multiethnic middle school". Urban Review 28, n. 1 (marzo 1996): 21–39. http://dx.doi.org/10.1007/bf02354376.

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Aldahmash, Abdulwali H., e Sarah A. Almutairi. "The Extent of Incorporating Health Education Requirements in Middle School Science Textbooks". Sustainability 15, n. 14 (13 luglio 2023): 11005. http://dx.doi.org/10.3390/su151411005.

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To ensure health sustainability for the next generation, an emphasis should be placed on health prevention and health education. Therefore, it is crucial to educate kids on how to keep themselves healthy in order to promote long-term progress. This study aimed to identify the extent of the inclusion of health education requirements in the content of science textbooks for the intermediate stage of schooling. To fulfill the goal of this study, a validated content-analysis card consisting of twenty-seven indicators categorized into seven requirement themes was used in the analysis of middle-school-level science textbook editions that were taught in the academic year 2022. The results revealed that all health education requirements were inadequately included in the science textbooks, in which the inclusion rate ranged between 5.0% and 1.3%, and the percentage of included health-related themes in the middle school science textbooks, in general, was 2.8%. These findings indicate the necessity for reforming science textbooks for middle school levels so that they include sufficient basic health education requirements to enable students to protect themselves from prevailing diseases across the globe.

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Dirienzo, Denise, Scott Ball e Robyn Proud. "A University and Middle School Mentor-Scholar Partnership". Experiential Learning and Teaching in Higher Education 1, n. 2 (1 settembre 2022): 20. http://dx.doi.org/10.46787/elthe.v1i2.3375.

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The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative program includes a course that is rich with the pedagogy of service-learning, builds leadership characteristics and teamwork through course discussions, workshops, and the mentormentee relationship. The community benefits with increased support to at-risk students and building a pipeline between the college and K–12 community. The Mentor-Scholar Program tracks K–12 impact through state assessments, grades, social-school success outcomes, college mentors course evaluations and grades. The program tracks the impact on college students through grade assessment and reflection. The program was formed five years ago and has grown from thirty mentors with sixty mentees to 120 mentors with 300 mentees this past semester. Initial research shows an increase in attendance and GPA for K–12 students enrolled in the program and leadership skill development for college students.

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Cook, J. D., P. E. Peppard, E. E. Blair, K. M. Tran e D. T. Plante. "0267 School Night Sleep Duration Effect on Risk for In-and-Out of School Suspensions: An Investigation in a Middle-School Aged Sample". Sleep 43, Supplement_1 (aprile 2020): A102. http://dx.doi.org/10.1093/sleep/zsaa056.265.

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Abstract Introduction Sleep plays an important role in adolescent education and development. Sleep impacts student school attendance, academic performance, and daytime behaviors. There has been limited investigation into the impact on sleep duration (SD) on school suspension risk. Given the growing public health and policy focus on altering school start times to increase SD, this study assessed SD association with school suspension risk using a middle-school aged sample from the Madison (Wisconsin) Metropolitan School District (MMSD), prior to implementation of a planned district-wide delay in middle school start times. Methods 4,175 middle-school aged students from 12 MMSD schools completed a sleep survey, which included school-night SD (SNSD). Self-reported SNSD between 4-and-12 hours served as criterion for inclusion in final sample. Mixed effects modeling was employed with students nested within school. Logistic regression determined SNSD association with in-school (ISS) and out-of-school (OSS) suspensions. ISS and OSS were dichotomized (No ISS/OSS = 0; nonzero ISS/OSS = 1) to serve as outcome variables. Full model covariates included age, sex, race, circadian preference, parent educational level, homelessness, free and reduced lunch, and special education status. Results Final sample included 3,860 students. Shorter SNSD associated with greater likelihood of OSS [OR = 0.83, 95% CI (-0.28, -0.09), X2 = 16.1, p < 0.0001], but not ISS [OR = 0.97, 95% CI (-0.14, -0.070), X2 = 0.44, p = 0.51]. Significance between SNSD and OSS was maintained in the full model [OR = 0.84, 95% CI (-0.27, -0.08), X2 = 13.2, p = 0.0003]. Each additional hour of sleep associated with 16% lower risk of OSS. Conclusion These results suggest that students with shorter SD are at increased risk for OSS, which further highlights the potential deleterious impact of short SD on adolescent educational experience. Support This research was generously supported by a grant from the Madison Education Partnership (MEP).

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Yoki Gitasari, Sang Ayu Made. "IMPLEMENTASI PENDIDIKAN AGAMA HINDU PADASEKOLAH INKLUSI SEKOLAH MENENGAH PERTAMA NEGERI 3 BANGLI DI KECAMATAN BANGLI". Jurnal Penelitian Agama Hindu 1, n. 2 (6 ottobre 2017): 29. http://dx.doi.org/10.25078/jpah.v1i2.212.

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Hindu religious education can be started from an early age through the family line, in this case the child is given a training and learning every day by his parents. After age, knowledge should be related to the relationship with God, man with his fellow human beings and nature, so that children can understand their own religion, especially in the implementation of Hindu Religious Education at Inclusive School of SMP Negeri 3 Bangli, in BangliSubdistrict.The problems to be discussed include (1) How Implementation of Hindu Religious Education at Inclusive School of Middle School Negeri 3 Bangli in Bangli Subdistrict? (2) What are the obstacles of Hindu Religion Education at Inclusive School of State Junior High School 3 Bangli in BangliSubdistrict? (3). What is the effort in overcoming the obstacles Hindu Religious Education In Inclusion School of State Junior High School 3 Bangli in District Bangli?The methods used to collect data are observation, interview, literature study, and documentation. Theories used to analyze the problem are: Functional Structured theory, Behaviorism theory, and Motivation theory The collected data has been analyzed by qualitative descriptive analysis method with reduction step, data presentation, and conclusion drawing.The result of the research shows (1) that in the implementation of Hindu religion education at inclusion school of SMP Negeri 3 Bangli basically refers to three important things namely planning, implementation and evaluation. (2) Constraints in the implementation of Hindu religion education at inclusion school of SMP Negeri 3 Bangli there are external and internal constraints (3). Efforts made in overcoming these obstacles is to optimize the existing human resources both teachers and education personnel by holding training or workshops related to services for children with special needs.

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Albert, Daniel J. "The classroom culture of a middle school music technology class". International Journal of Music Education 38, n. 3 (17 ottobre 2019): 383–99. http://dx.doi.org/10.1177/0255761419881483.

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The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students’ mutual use of constructive feedback in their discourse, the teacher’s role as co-learner, his facilitation of “messiness” as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

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Calhoun, Susan, e Caroline Casey. "In Pursuit of Excellence Gifted inclusion in middle schools". Gifted Child Today 18, n. 4 (luglio 1995): 34–36. http://dx.doi.org/10.1177/107621759501800412.

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