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Автор: Grafiati
Опубліковано: 31 березня 2023

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1

翁辰郡, 翁辰郡, та 胡中宜 Chen-Jyun Wong. "學校社工師服務國中小自閉症學生角色內涵之初探". 輔導與諮商學報 44, № 2 (листопад 2022): 035–70. http://dx.doi.org/10.53106/181815462022114402002.

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<p>本研究主要目的係探究學校社工師在國中小校園中服務自閉症學生時扮演的核心角色。運用深度訪談法收集資料，邀請台北市教育局學生輔導諮商中心五位學校社工師參與。研究結果顯示學校社工師服務自閉症學生、家長以及跨專業夥伴工作的核心角色，主要有協調者、諮詢者、教育者、資源連結者、支持陪伴者、倡導者等角色。進一步發現學校社工師服務自閉症學生國中小階段輔導議題之差異，與學校輔導團隊其他專業人員之系統合作，以及在生態系統觀點下微視、中視與鉅視系統的執行角色焦點。最後，本研究建議：（1）掌握學校社工師的核心角色，落實三級輔導機制；（2）強化跨專業合作，增進角色分工與網絡合作；（3）全面開展生態系統觀點下的多元角色任務。</p> <p>&nbsp;</p><p>The main purpose of this research was to analyze school social workers&rsquo; core roles in serving autistic students in elementary and middle schools. An in-depth interview method was used in the study to collect data from five school social workers at Taipei City Student Counseling Center. The research results showed that the core roles of school social workers in serving autistic students, parents, and trans-professional partners included coordinators, educators, consultants, resource linkers, support companions, and advocators. Secondly, the school social workers played different roles in the micro, meso, and macro levels of an ecosystem and executed systematic cooperation for students with autism in primary and secondary schools. Finally, suggestions for future practice are as follows: (1) to master the core roles of school social workers and implement the three-level guidance system; (2) to strengthen trans-profession cooperation and implement role division and network cooperation. (3) to practice multi-roles under the ecosystem perspective.</p> <p>&nbsp;</p>
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2

Wenqian Yang, Wenqian Yang, Yubin Pan Wenqian Yang, and Beijia Liu Yubin Pan. "Application of Multimedia Technology in Middle School Education Management." 網際網路技術學刊 23, no. 1 (January 2022): 121–26. http://dx.doi.org/10.53106/160792642022012301012.

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<p>In today’s era, the connection between science of technology and all aspects of social life is increasingly in-depth. Multimedia technology, particularly in the sphere of education and teaching, demonstrates its tremendous advantages, such as vast teaching resources and the ability to move between various teaching modalities at any moment. To a large extent, all of these have aided the successful execution of China’s education reform. Teachers and students were continually adjusting to the dispersion of conventional roles, resulting in an increase in instructional efficacy. How to improve the significance of multimedia in middle school curriculum development and achieve our academic objectives of &quot;fostering individuals&quot; has now become a contentious issue among academicians. Aiming at the current situation of the development of middle school education management in China, this paper adopts the method of combining questionnaire survey with comparative experiment, proving the advanced nature of multimedia teaching mode. Meanwhile, with the help of questionnaire analysis, the author also understands some middle school students’ real ideas about the application of multimedia technology to the classroom. The experimental results show that multimedia technology is very effective in middle school education management. The classroom quality has been effectively improved, and the enthusiasm of students in class has been improved by about 20%. Furthermore, such an improvement was obtained in only one month of testing, which is quite encouraging. Finally, the researcher provides a thorough review of the research, arguing that using multimedia technology should not only enhance the material’s effectiveness, but also prevent overwhelming the viewers.</p> <p>&nbsp;</p>
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3

Lazarov, Borislav, and Daniella Severinova. "Introducing business education in early middle school – math perspective." MEST Journal 4, no. 1 (January 15, 2016): 65–74. http://dx.doi.org/10.12709/mest.04.04.01.07.

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4

Usta, Neslihan, and Burçin Gökkurt Özdemir. "Examination of Algebraic Thinking Levels of Middle School Students." Journal of Qualitative Research in Education 6, no. 3 (November 28, 2018): 1–27. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s20m.

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5

Kaba, Yasemin. "Investigation of middle school students’ visual math literacy selfefficacy perceptions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 454–61. http://dx.doi.org/10.18844/prosoc.v4i1.2288.

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6

ERYILMAZ, Ali, Hacer YILDIRIM-KURTULUŞ, and Gülgün UZUN. "İlkokul ve Ortaokula Devam Eden Çocukların Yaşadıkları Kaygıya Yönelik Çok Boyutlu Müdahale Yaklaşım." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 1104–27. http://dx.doi.org/10.14812/cuefd.1022470.

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The study aimed to examine the effects of the multidimensional intervention program on the anxiety levels of primary and middle school children. Designed according to a 2x2 pattern on two different experimental and control groups, this research attempted to determine the effectiveness of the children’s anxiety scores of different age groups participating in the Multidimensional Intervention Program. The independent variable of the research is the 10-week Multi-Dimensional Intervention Program applied only to the experimental groups between the pre-test and post-test measurements. The dependent variables of the study are the anxiety levels of the children attending primary and middle school. The experimental and control group of Study 1 consists of 10 boys and 10 girls in total, 20 children attending primary school. The age range of the children is between 9-10 years old. The experimental and control group of Study 2 consists of 9 boys and 11 girls, totally 20 children attending middle school. The age range of the children is between the ages of 10-11. According to the results of the research, it was seen that the multidimensional intervention program applied to anxiety was effective on the anxiety levels experienced by children.
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7

BOZKURT, Erhan, and Elif Seval PEKER. "Ortaokul Matematik Öğretmenlerinin Bakış Açısıyla Uzaktan Eğitim." Cukurova University Faculty of Education Journal 51, no. 2 (August 31, 2022): 885–919. http://dx.doi.org/10.14812/cuefd.941371.

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Bu fenomenoloji araştırmasında ortaokul matematik öğretmenlerinin uzaktan eğitim yöntemine ilişkin algılarının tanımlanması amaçlanmıştır. Bu amaçla araştırmaya Türkiye’nin dört farklı ilindeki devlet okullarında görev yapmakta olan sekiz ortaokul matematik öğretmeni dâhil edilmiştir. Araştırmada veriler yarı yapılandırılmış bir dizi görüşme aracılığıyla elde edilmiştir. Veriler üzerinde içerik analizi yapılarak öğretmenlerin uzaktan eğitim yönteminin matematik dersleri için içermiş olduğu avantajlara ve engellere ilişkin algıları ve bu yeni yönteme yönelik duyguları ve genel değerlendirmeleri tanımlanmıştır. Araştırma sonucunda matematik öğretmenlerinin uzaktan eğitimin matematik dersleri için bir takım avantajlar sunduğuna inandıkları, buna karşın daha çok içermiş olduğu engelleri ön plana çıkardıkları tespit edilmiştir. Öğretmenler, uzaktan eğitimi matematik dersleri için verimsiz bir yöntem olarak tanımlamışlardır. Ayrıca uzaktan eğitime yönelik oldukça olumsuz duygulara sahip oldukları tespit edilmiştir. Uzaktan matematik derslerinde, sınırlı öğretim materyali kullanarak öğretmen merkezli bir öğretim anlayış sergiledikleri, buna karşın uzaktan matematik öğretme performanslarından genel anlamda memnun oldukları belirlenmiştir. Öğrencilerin uzaktan matematik derslerinde sergilemiş oldukları öğrenme motivasyonu ve başarısından ise memnun olmadıkları tespit edilmiştir.
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8

Lima, Ewellen Tenório de, and Rute Elizabete de Souza Rosa Borba. "Combinatória, Probabilidade e suas articulações em livros didáticos de Matemática dos Anos Finais do Ensino Fundamental." Bolema: Boletim de Educação Matemática 36, no. 72 (April 2022): 164–92. http://dx.doi.org/10.1590/1980-4415v36n72a08.

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Resumo Apresenta-se uma análise de se, e como, relações entre Combinatória e Probabilidade são apresentadas a professores e estudantes em livros didáticos de Matemática dos Anos Finais do Ensino Fundamental. Foram analisadas as onze coleções aprovadas pelo Programa Nacional do Livro Didático 2017 (PNLD) para a etapa de escolarização supracitada, totalizando, assim, 44 livros didáticos. À luz da Teoria dos Campos Conceituais e dos aportes específicos referentes à Combinatória e à Probabilidade adotados, os 298 problemas combinatórios e os 874 problemas probabilísticos identificados foram classificados em função do tipo de situação abordada, bem como foram levantadas as representações simbólicas apresentadas e as solicitadas nos mesmos. Além disso, teve-se como foco analisar as possíveis articulações entre os problemas identificados, apoiadas em relações existentes entre essas duas áreas da Matemática. Nesse sentido, aproximadamente 15% dos problemas apresentaram potencial de exploração de articulação, sendo estes relativos ao uso de representações simbólicas em comum (9% dos problemas) ou à utilização de contextos típicos ou aprofundamento de problemas (6% dos problemas). Os resultados discutidos suscitam, ainda, reflexões sobre expectativas no que diz respeito às coleções de livros didáticos posteriores à homologação da Base Nacional Comum Curricular (BNCC), isto é, materiais construídos com base nas orientações curriculares mais atuais. A análise nesse sentido, de coleções para os Anos Finais aprovadas pelo PNLD 2020, encontra-se em andamento, constituindo mais uma etapa da pesquisa de tese da qual o presente artigo apresenta um recorte.
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9

ERGUN, Aysegul, and Muhammed Dogukan BALCIN. "The Perception of Engineers by Middle School Students through Drawings." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–28. http://dx.doi.org/10.14689/ejer.2019.83.1.

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10

Yanık, H. Bahadır, Osman Bağdat, and Murat Koparan. "Investigating Prospective Middle-School Teachers’ Perspectives of Mathematical Modelling Problems." Journal of Qualitative Research in Education 5, no. 1 (March 20, 2017): 80–101. http://dx.doi.org/10.14689/issn.2148-2624.1.5c1s4m.

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11

Wonder, Betty Ann. "Middle School Ecology." American Biology Teacher 67, no. 2 (February 1, 2005): 120–21. http://dx.doi.org/10.2307/4451797.

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12

Nidiffer, Linda G., and Sidney M. Moon. "Middle School Seminars." Gifted Child Today 17, no. 2 (March 1994): 24–40. http://dx.doi.org/10.1177/107621759401700209.

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13

Reising, Bob. "Middle School Models." Clearing House: A Journal of Educational Strategies, Issues and Ideas 76, no. 2 (November 2002): 60–61. http://dx.doi.org/10.1080/00098650209604949.

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14

Corso, Mariorie, and Ann B. Stewart. "Middle School Successes." Strategies 9, no. 3 (November 1995): 26–29. http://dx.doi.org/10.1080/08924562.1995.11000297.

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15

Rose, Terry D. "Middle School Teachers." Intervention in School and Clinic 34, no. 3 (January 1999): 137–62. http://dx.doi.org/10.1177/105345129903400303.

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16

Moon, Jodi Saxton. "Median Middle School." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.

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This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
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17

Smith, Aaron. "Middle School Summer." Ploughshares 41, no. 1 (2015): 195. http://dx.doi.org/10.1353/plo.2015.0074.

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18

Lofgran, Brandi B., Leigh K. Smith, and Erin F. Whiting. "Science Self-Efficacy and School Transitions: Elementary School to Middle School, Middle School to High School." School Science and Mathematics 115, no. 7 (October 18, 2015): 366–76. http://dx.doi.org/10.1111/ssm.12139.

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19

DEMİRCİ, Burak, Çilem ÇALTILI, and Abuzer COŞKUN. "Ortaokul ve lise çağı genital travmalarında ihmal edilen bir tedavi: ağrı skorlaması ile analjezi yönetimi." Cukurova Medical Journal 47, no. 2 (June 30, 2022): 603–13. http://dx.doi.org/10.17826/cumj.1048914.

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Amaç: Ortaokul ve lise çağının küçük bir kısmını oluşturan genital travma olgularında, sayısal ve sözel ağrı skoru eşliğindeki analjezik uygulamalarının, radyolojik görüntülemelerinin ve konsültasyon istemlerinin değerlendirilmesi amaçlandı. Gereç ve Yöntem: Bu retrospektif çalışmaya Ocak 2019-Aralık 2020 tarihleri arasında genital travma nedeniyle acil servise başvuran ortaokul ve lise çağındaki 10-18 yaş arası 237 hasta dahil edildi. Hastaların travma sınıflamaları, radyolojik görüntülemeleri, genital yaralanma şekilleri, analjezi uygulamaları, konsültasyonları, sözel ve sayısal ağrı skalası sonuçları değerlendirildi. Bulgular: Çalışmaya alınan 237 hastanın 90'ı (%38) kadın olup, yaş ortalaması 13.80±2.37 yıl (dağılım, 10-18 yıl) idi. Hastaların 136'sı (%57,4) düşme, 63'ü (%26,6) trafik kazası, 35'i (%14,8) penetran ve 3'ü (%1,3) iyatrojenik yaralanma ile başvurdu. Sayısal ağrı skoru düşmelerde 6.63±1.43, trafik kazalarında 6.09±1.66, penetran yaralanmalarda 4.80±1.53 ve iyatrojenik travmalarda 3.67±1.15 idi. Tüm hastaların 93'üne (%39,2) analjezik uygulandı. 43 (%18.1) hastada ağrı şiddeti hafifti. 140'ında (%59.1) orta, 54'ünde (%22.8) şiddetli idi. Sonuç: İzole genital travmalar çok nadirdir ve sıklıkla çoklu organ yaralanmaları ile ilişkilidir. Genital travmalarda; etiyolojik nedenler ve komplikasyonlar oldukça çeşitlilik gösterir. Pediatrik genital travma olgularında hastaların değerlendirilmesinde, görüntüleme gereksinimlerinde ve analjezi uygulamalarında sözel ve sayısal ağrı skalalarının kullanılması faydalı olabilir.
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20

Murugan, Arun. "Pattern of Screen Time among Middle School Students in Chennai, Tamil Nadu." International Journal of Preventive, Curative & Community Medicine 05, no. 04 (March 25, 2020): 1–4. http://dx.doi.org/10.24321/2454.325x.201921.

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21

Çelik, Özlem, and Orhan Kocaman. "Barriers Experienced by Middle School Students in the process of Learning English." International Journal of Psychology and Educational Studies 3, no. 1 (January 1, 2016): 33–48. http://dx.doi.org/10.17220/ijpes.2016.01.003.

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22

van Allen, Lanny. "Middle Ground: Middle School Teachers ARE Different." English Journal 84, no. 5 (September 1995): 113. http://dx.doi.org/10.2307/820023.

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Halle, Richard, and Lanny van Allen. "Middle Ground: Middle School Teachers ARE Different." English Journal 83, no. 5 (September 1994): 85. http://dx.doi.org/10.2307/820422.

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24

George, Paul S. "Renewing the Middle School: The Early Success of Middle School Education." Middle School Journal 41, no. 1 (September 2009): 4–9. http://dx.doi.org/10.1080/00940771.2009.11461698.

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25

Montoya, Alicia L., and Neil L. Brown. "School Climate in the Middle School." Middle School Research Selected Studies 14, no. 1 (January 1989): 7–18. http://dx.doi.org/10.1080/08851700.1989.11670297.

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AYDIN, Bahar, and Ümit İŞGÖRÜR. "ORTAOKUL VE LİSE DÜZEYİNDE ÖĞRENİM GÖREN KONSERVATUVAR ÖĞRENCİLERİNİN MÜZİK PERFORMANS KAYGILARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ." Akademik Müzik Araştırmaları Dergisi 4, no. 7 (January 5, 2018): 1–20. http://dx.doi.org/10.5578/amrj.66241.

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Bunting, Carolyn E. "Balancing the Middle School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 4 (March 2004): 146–47. http://dx.doi.org/10.3200/tchs.77.4.146-147.

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Smith, Helaine L. "Frogs for Middle School." Arion: A Journal of the Humanities and the Classics 22, no. 2 (2014): 97–124. http://dx.doi.org/10.1353/arn.2014.0023.

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29

Teske, Patricia W. "Middle School Music Education." Music Educators Journal 78, no. 6 (February 1992): 25. http://dx.doi.org/10.2307/3398378.

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Juul, Holger, Anne-Mette Veber Nielsen, and Hanne Trebbien Daugaard. "Morphology in middle school." NyS, Nydanske Sprogstudier, no. 54 (August 10, 2018): 199. http://dx.doi.org/10.7146/nys.v1i54.107152.

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31

Arnold, John. "Graduating to Middle School." Middle School Journal 24, no. 5 (May 1993): 56–59. http://dx.doi.org/10.1080/00940771.1993.11496093.

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32

Rothenberg, Dianne. "Middle School Advisory Programs." Middle School Journal 25, no. 3 (January 1994): 70–72. http://dx.doi.org/10.1080/00940771.1994.11494555.

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33

Mullins, Emmett R., and Judith L. Irvin. "Transition into Middle School." Middle School Journal 31, no. 3 (January 2000): 57–60. http://dx.doi.org/10.1080/00940771.2000.11494629.

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Dickinson, Thomas S., and Deborah A. Butler. "Reinventing the Middle School." Middle School Journal 33, no. 1 (September 2001): 7–13. http://dx.doi.org/10.1080/00940771.2001.11495571.

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35

Polakowski, Chris, and Mike Burgener. "Middle School Strength Training." Strength and Conditioning Journal 21, no. 6 (December 1999): 57. http://dx.doi.org/10.1519/00126548-199912000-00016.

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36

Saecker, Jan. "Middle school mini-musicals." Music Educators Journal 76, no. 5 (January 1990): 43. http://dx.doi.org/10.1177/002743219007600504.

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Baab, Linda. "Middle School Computer Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 4 (March 1999): 197–98. http://dx.doi.org/10.1080/00098659909599390.

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38

Leonard, Carolyn Pisano, and Maurice J. Elias. "Entry into Middle School." Prevention in Human Services 10, no. 2 (January 4, 1994): 39–57. http://dx.doi.org/10.1300/j293v10n02_04.

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39

Anderman, Eric M. "The Middle School Experience." Journal of Learning Disabilities 31, no. 2 (March 1998): 128–38. http://dx.doi.org/10.1177/002221949803100203.

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40

Gibson, Huston. "The Middle School Syndrome." Society 51, no. 2 (February 15, 2014): 152–55. http://dx.doi.org/10.1007/s12115-014-9755-4.

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KARAARSLAN SEMIZ, Güliz, and Isil ISLER BAYKAL. "Middle School Pre-Service Mathematics Teachers’ Opinions related to Mathematics Education for Sustainability." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.89.6.

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Olena, Shcherbakova. "SCHOOL FEARS OF THE MIDDLE SCHOOL PUPILS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 3 (October 8, 2019): 106–13. http://dx.doi.org/10.32999/ksu2312-3206/2019-3-15.

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Rogers, Adam A., Kimberly A. Updegraff, Carlos E. Santos, and Carol Lynn Martin. "Masculinity and school adjustment in middle school." Psychology of Men & Masculinity 18, no. 1 (January 2017): 50–61. http://dx.doi.org/10.1037/men0000041.

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Strom, Paris S., and Robert D. Strom. "Cheating in Middle School and High School." Educational Forum 71, no. 2 (June 30, 2007): 104–16. http://dx.doi.org/10.1080/00131720708984924.

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Polakowski, Chris. "HIGH SCHOOL CORNER: Middle School Strength Training." Strength and Conditioning Journal 21, no. 6 (1999): 57. http://dx.doi.org/10.1519/1533-4295(1999)021<0057:msst>2.0.co;2.

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Sun, Haichun, Weidong Li, Bo Shen, and Paul Rukavina. "Middle School Students' After-school Physical Activity." Medicine & Science in Sports & Exercise 41 (May 2009): 18–19. http://dx.doi.org/10.1249/01.mss.0000354280.57625.1d.

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Mizelle, Nancy B., and Judith L. Irvin. "Transition from Middle School into High School." Middle School Journal 31, no. 5 (May 2000): 57–61. http://dx.doi.org/10.1080/00940771.2000.11494654.

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Cohen, Juliana F. W., Scott Richardson, S. Bryn Austin, Christina D. Economos, and Eric B. Rimm. "School Lunch Waste Among Middle School Students." American Journal of Preventive Medicine 44, no. 2 (February 2013): 114–21. http://dx.doi.org/10.1016/j.amepre.2012.09.060.

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Jung, Min-young, and Kyung Taek Lee. "Middle School Student’s Attitude towards Robots : Centered to Gyeonggi Province Middle School Student." Korean Association of Practical Arts Education 30, no. 1 (March 30, 2017): 185–206. http://dx.doi.org/10.24062/kapae.30.1.185.

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Jung, Min-young, and Kyung Taek Lee. "Middle School Student’s Attitude towards Robots : Centered to Gyeonggi Province Middle School Student." Journal of Korean Practical Arts Education 30, no. 1 (March 31, 2017): 185. http://dx.doi.org/10.20954/jkpae.2017.30.1.185.

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