Middle Grade Students Research Articles

INTERACTIVE READING ACTIVITIES BY USING KNOW, WANT, AND LEARN STRATEGY: A DESCRIPTIVE STUDY

The objectives of this research are (1) To identify whether or not KWL strategy with Prezi can implemented in student’s reading activities; (2) To describe the students respond toward the student’s reading activities through the implementation of KWL strategy with Prezi. Six eighth grade students from SMP N 27 Kota Bekasi in the 2020/2021 academic year will participate in this study who were taken by using purposive sampling. This research uses a descriptive qualitative method. Meanwhile, in this study, the data collection used observations and interviews. The researcher uses contextualization and codification to analyze the data. The result from the research that has been carried out are (1) The implementation of KWL strategy with Prezi can help the students’ reading activities for the middle grade students of SMP Negeri 27 Kota Bekasi in the academic year of 2020/2021; (2) Based on the finding from the observation and interview, some students interesting with this strategy because they can use this strategy for the answer the question of reading assignment in their school later. The students enjoy the reading activities that has been presented interestingly through Prezi and they feel more helpful with every step from KWL strategy.

A Culturally Responsive Literacy Approach to Develop Scientific Conceptual Knowledge through Creative Narratives

Our study examined the effects of culturally responsive literacy pedagogical approaches in the development of scientific vocabulary and conceptual knowledge among minoritized middle-grade students during a summer program. We describe the design and implementation of a literacy-enriched STEM instructional unit of study built upon the background experiences of Latina/Latino migrant farmworkers’ children to expand their STEM literacy skills and knowledge. Our aim with this unit was to increase the students’ science knowledge and skills; strengthen their mathematical abilities; enhance their ability to use technology for research; and improve their academic vocabulary, language, and writing skills. This program also had as an objective to explore the students’ self-perceptions regarding science learning. Qualitative and quantitative data were collected from the students’ pre- and postsurveys, pre- and post-tests, assignments, and group interview. The results demonstrated significant improvements in the students’ vocabulary and conceptual understandings. The students developed an awareness of the interrelation of science, math, technology, and literacy with their background experiences, expanded their interest in science, and increased their ability to write effectively about STEM topics. These results also highlighted the significance of connecting STEM instruction with both background knowledge and possible careers via out-of-school efforts like this program to increase minoritized students’ interest in pursuing STEM careers.

Factor structure and measurement invariance of the TIMSS 2015 mathematics attitude questionnaire: Exploratory structural equation modelling approach

In the current study, the appropriateness of the Mathematics Attitude Questionnaire administered to middle school 8th grade students in the TIMSS 2015 application to the exploratory structural equation and confirmatory factor analysis models was examined. The study was conducted on 6079 students making up the sample of Turkey. In the TIMSS 2015 application, the attitude items are presented under four headings called students’ interest in mathematics, students’ views on engaging teaching in mathematics lessons, students’ self-confidence in mathematics, and students’ value mathematics. As a result of the investigation of the factor structure of these items, the attitude questionnaire with its 5 factors and 35 items was accepted to be suitable for the Exploratory Structural Equation Model (ESEM). Moreover, invariance of the TIMSS 8th grade mathematics attitude questionnaire depending on gender was investigated at six stages as configural, weak (metric), strong (scalar), strict, variance-covariance, and latent mean invariance through ESEM. It was concluded that the questionnaire satisfied all the invariance conditions.

An Action Research Study Investigating the Impact of Iron-Rich School Nutrition on Lexile Scores of Middle Grades Students

This action research study examined the feasibility of an iron-rich school nutrition program on student Lexile scores while controlling for gender, race, and socioeconomic status. The study employed a quasi-experimental research design in which independent intact groups served as either comparison group (students not exposed to the implementation of the iron-rich menu) or treatment group (students enrolled in the school in the 2016–2017 academic year during the implementation of the iron-rich menu). Four hundred and fifty middle-school students from southeast Georgia participated in the study (189 in the treatment group and 261 in the comparison group). The school developed, implemented, and promoted a new iron-rich menu for the students. Lexile data were collected from the Georgia End of Grade English Language Arts Assessment. A one-way ANCOVA was conducted while controlling for gender, race, and socioeconomic status. The findings resulted in a significant increase in Lexile score for students exposed to the iron-rich nutrition program compared to the comparison group of students not exposed to the iron-rich menu, even after controlling for the statistical effect of gender, race, and socioeconomic status. This study addressed gaps in the research connecting a school nutrition program that offers iron-rich food to academic growth as measured by Lexile scores on a middle grades reading assessment.

Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

Introduction to the Issue

The articles in this issue explore different possibilities for the education of young adolescents. There is one research study, and there are two descriptions. Perry and colleagues wrote about information they collected as they planned to propose a new middle grades program. Teacher candidates’ perceptions about middle grades students and teachers are included. These perceptions informed recommendations for teacher education programs. Casler-Failing and colleagues reported on their collaboration with a local Boys and Girls Club to enhance STEM experiences for young adolescents. The authors selected several topics of instruction to engage young adolescents in hands-on STEM learning with culturally relevant teaching and learning and with strong literacy connections. Multiple examples of tasks, several resources, and recommendations for readers are included. Ruppert and Swaim provide historical context for middle level education. In explaining how the first edition of This We Believe came to be, Swaim noted several key figures and moments in the history of middle level education. We can see how these early leaders in the field came together to forge a vision for middle level education—to see possibilities for the education of young adolescents. Thank you as always to reviewers for their insights and feedback for authors. Special continued thanks to Jennifer Gerrald for her expertise with publishing each issue. Amanda Wall, Editor

How Use-Modify-Create Brings Middle Grades Students To Computational Thinking

This design case chronicles the efforts of an interdisciplinary team of researchers as they collaborated with middle grades science teachers and students to build and refine an epidemic disease curriculum module. The initial five-day design was delivered in five science classrooms at three nearby schools where researcher classroom observations and teacher feedback drove iterative refinements of the module’s materials. The final design of this module consisted of four instructional days of modeling and simulation activities that integrate computational thinking practices, computer science concepts, and life sciences content. The paper aims to illustrate the design motivations to address contextual constraints such as tight curricular schedules and varied levels of exposure to programming for both teachers and students. The instructional materials presented in this design case were the result of a three-year long research-practice partnership with science teachers at nearby middle schools.

Examining the role of learner and classroom characteristics in the later language learning of Latinx youth and their classmates

Sociocultural theories assert that interactions with others foster language learning, including during middle childhood, when students are mastering the language that supports skilled reading and writing in school settings, or ‘academic language’ (AL). Studies also document, however, how linguistically- and culturally-minoritized students, including Latinx youth, are afforded fewer opportunities to participate in classroom interactions that develop these language skills. Inspired by these accounts, we examine the role of classroom (e.g., classroom interactions, classroom composition) and learner characteristics (e.g., levels of AL resources) in AL learning for 1138 Latinx youth and their classmates across one academic year in 60 U.S. classrooms (ages 10–14; grades 4–7). Of great importance for the design of instruction, our results revealed the role of individual language skills as well as of sociocultural mechanisms, including classmates' average levels of AL proficiency, in later language learning for all middle grade students; and, highlighted the importance of some aspects of equitable instruction, namely communal classroom interactions, for the AL learning of a subset of Latinx students with initially more developed AL resources than classmates. We interpret these results to suggest a need to attend to learner and classroom factors in the design of AL instruction for all students and, in particular, for Latinx youth.

Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program

This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grade students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on a topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and graphic novels, to bridge the students’ understanding of scientific and mathematical concepts was an important component of this program. The students’ reactions to the program reflect the importance of offering a variety of avenues for students to represent their understanding and corroborates the significance of after-school programs to provide opportunities for diverse student populations to participate in culturally responsive programs to promote literacy and interest in the STEM disciplines.

Dijital hikâye oluşturmanın yaratıcı düşünme becerisine katkısı

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.

Middle level teacher recruitment: Challenging deficit narratives

Perceptions of middle level learners vary, and unfortunately, some are deficit-oriented, labeling young adolescents as “hormonal” and “erratic” without a deep understanding of their emotional and physical development or the knowledge and skills that they bring to a classroom. In this paper, we provide empirical evidence for this deficit narrative—including the marginalization of middle level learners—from interviews conducted with teacher candidates in elementary, middle, secondary, and K-12 programs in two different states. Three themes around perceptions of teaching middle grades students are shared: adult needs and interests, resistance to student agency, and challenging the deficit narrative. We posit that developing a broader understanding of young adolescents might inform and inspire teacher candidates to choose to become middle school teachers. Thus, we encourage an asset approach to recruitment of middle level teacher candidates entering teacher preparation programs, and we offer recommendations for middle level recruitment into teacher education programs with an explicitly asset lens.

Investigating the Change in Middle School Students’ Mathematical Modeling Competencies according to Their Reading Comprehension Skills Levels

In this study, how the learning process designed with mathematical modeling activities affects the mathematical modeling competencies of middle school students who are at different levels in terms of reading comprehension skills. In the study, nested (embedded) pattern was preferred among mixed method research designs. The participants of the study consisted of 26 middle school seventh grade students who were selected using the easily accessible situation sampling method, which is one of the purposeful sampling types. In the research, besides mathematical modeling activities, researcher and student diaries were used to obtain qualitative data on the functioning of the application process. “Modeling Activities Opinion Form” was also used at the end of the application process in order to determine the general views of the study group on the activities. The quantitative data of the study were collected through the “Reading Comprehension Test” and “Mathematical Modeling Competence Test”. The collected data were analyzed using qualitative and quantitative data analysis methods together and interpreted in relation to the findings section. At the end of the study, it was determined that the mathematical modeling competencies of the students improved, but this development did not follow a stable course during the application process and the interpretation and validation competencies of the students were low. In the implementation process, it was also observed that the mathematical modeling competencies of the students with low reading comprehension skills improved especially after the fourth activity

Leveraging Game-Based Learning Technologies to Introduce Adolescents to Health Science Careers During the COVID-19 Pandemic

The COVID-19 pandemic produced a dramatic nationwide shift in K-12 education from in-person classroom learning to remote online learning. This shift left teachers and parents facing the challenge of finding engaging online resources to motivate students to become deeply involved in science learning. The pandemic also left educators and researchers, whose work focuses on providing students with experiential learning opportunities in the sciences, with the challenge of adapting to virtual and remote models to continue engaging students in STEM learning activities. In this article we describe: 1) the Health Quest project, which centers on the development of technology-rich learning resources to promote middle grade students’ interest in health science careers, with a focus on girls and underrepresented racial and ethnic minorities; and 2) how the project has responded to the challenges presented by the COVID-19 pandemic. In Health Quest, through engaging narrative-based learning scenarios, students work with virtual characters to experience health science careers from multiple perspectives. Although originally envisioned for in-person classroom learning, we discuss how the team is adapting the Health Quest Career Adventure Game to remote learning, including highlighting the role science plays in addressing public health outbreaks. We describe new gameplay features that have been added to support career modeling and how we have adapted the core technology underpinning Health Quest to support broad dissemination to meet the project’s broader goal of increasing adolescents' interest in and self-efficacy for pursuing health science careers. We conclude with a discussion of how our evaluation strategies have changed from in-person focus groups and testing to an online data collection model and lessons learned.

Examination of the Estimation Skills of 6th Grade Students and the Process of Comparison of their Estimations with Real Measurement Values

The aim of this research was to examine the measurement-based estimation skill levels of middle school 6th grade students and the processes of comparing their estimations with measurements. In this research, the case study design, one of the qualitative research methods, was used. Six students one female and one male student, at low, medium and high mathematics achievement levels from a public middle school in the central districts of Ankara formed the study group. Activities were prepared, which included questions in different categories, both for estimating the length, area and liquid volume of the measurement, and for the proximity of objects to the student. In order to determine the study group, activities were applied to 35 students, and their measurement-based estimation skill levels were examined. While determining the levels, a method called “Evaluation of estimates by percentage of measurements” was used. Before conducting clinical interviews with the study group, the activities were applied to the students, the students were first allowed to make predictions, they were expected to compare their estimations with the possible real measurement without measuring, and then, in some questions, the students were asked to make measurements using tools and compare their estimations with the measurements. As a result, it was observed that the students' estimation skills based on measurement were at a low level. When they were asked to evaluate their estimations without measuring, it was concluded that the students were not successful and they had problems both in the use of measurement tools and in the measurement process while measuring.

EXAMINATION OF SECONDARY SCHOOL 7TH GRADE STUDENTS' MATHEMATICAL THINKING AND PROBLEM SOLVING SKILLS ON RATIONAL NUMBERS

In our new education curriculum, it has been seen that it is no longer sufficient for students to learn only the achievements, unlike these gains, solution strategies that the student visualizes in his mind and designed by himself are also needed. Mathematical thinking, which is the process of obtaining new information completely different from the student's old knowledge and new knowledge, using it in the solution of the problem, and transforming that knowledge into new knowledge, has become extremely important. MEB asks students for deep mathematical thinking and problem solving skills in all questions they ask in the skill-based tests and student selection exam LGS. In this study, mathematical thinking and problem solving skills of middle school 7th grade students while solving problems will be examined. The research was applied to 241 students in 7 different secondary schools in the province of Bingöl in the Eastern Anatolia Region in the 2020-2021 academic year. In the study, it was investigated by quantitative and qualitative methods whether the mathematical thinking and problem solving skills of the students on rational numbers are related to gender, whether they had pre-school education and daily reading time. In the research, the SPSS 25 package program was used in the analysis of quantitative data, and in the analysis of qualitative data by examining the process steps in the answers from the students. As a result of the research, a statistically significant difference was found between male and female students, and this difference is in favor of female students. According to the findings obtained from the research, no statistically significant difference was found between the students who had and did not have pre-school education. Secondary school 7th grade students’ mathematical thinking and problem solving skills are related to their daily reading time. According to the results, students who read for an hour a day are more successful than students who read for fifteen minutes a day.

Mindful Acceptance Predicts Writing Achievement in 6th-Graders

ABSTRACT Writing is a complex task that requires the activation and coordination of several processes. In addition to the research on the domain-specific factors that contribute to school achievement, there is an increasing interest on general variables, such as mindfulness. Here, we aimed to test the contribution of middle-grade students’ trait mindfulness to writing achievement, after controlling for well-known writing predictors. One hundred and eighty-seven 6th-graders (M = 11.66 years) were assessed on transcription, text quality, executive functions, and self-reported trait mindfulness. Preliminary analyses showed that our trait mindfulness measure had two factors: mindful awareness and acceptance. However, because only the latter was found to be reliable, main analyses were exclusively focused on the acceptance facet of mindfulness. A multiple hierarchical regression analysis was conducted. After controlling for demographic characteristics (Step 1), transcription skills (Step 2), and executive functions (Step 3), we examined the predictive role of mindful acceptance (Step 4) to writing achievement. Findings indicated that mindful acceptance had a significant contribution to writing achievement in Grade 6 (b = .18). These are pioneering findings about the contribution of mindful acceptance to writing. The putative mechanism underlying this contribution is discussed, and indications for future research are proposed.

THE USE OF EDUCATIONAL SONGS IN SCIENCE: THE SOLAR SYSTEM AND ECLIPSES

Nowadays, the interdisciplinary position of science is at the forefront. For this reason, attention is drawn to the use of different disciplines in the teaching of science. The aim of this study is to get the opinions of secondary school students about the science lesson taught with educational songs and to examine the effect of the implementation on the attitudes of the students. The research model of the study is a mixed method in which qualitative and quantitative patterns are combined. The study was conducted with 12 middle school 6th grade students (6 girls, 6 boys) studying in a public school in the 2020-2021 academic year. In the study, educational songs were used in the teaching of the science course "Solar system and eclipses" unit. The implementation was carried out for a total of five hours in four weeks. The qualitative data collection tools of the study were semi-structured interviews and student diaries; the quantitative data collection tool is the attitude scale developed by Biçer (2011) with a reliability of 0.89. Semi-structured interview and attitude scale were applied to the students before and after the implementation. Student diaries were filled in by the students during the implementation. In data analysis, qualitative data were analyzed using content analysis. Quantitative data were analyzed using the Wilcoxon signed-rank test in the SPSS program. The collected data were analyzed and interpreted. As a result of the study, the students found the science lesson, accompanied by educational songs, enjoyable and stated that it provided the opportunity to repeat the subject. In addition, it was determined that the science lesson, which was taught with educational songs, caused a positive change in the attitudes of secondary school students towards the science lesson. Keywords: Music, science, educational songs, solar system

Examining how middle grade mathematics students seize learning opportunities through conflict in small groups

ABSTRACT Understanding how students develop learning opportunities through peer-to-peer interaction is vital for advancing research and practice on collaborative learning environments. This study investigated the discourse practices middle grade students utilized to resolve conflict in ways that promoted or inhibited learning opportunities. Seventy-seven middle grade students were audio/video recorded as they worked in groups of three on cognitively demanding mathematical tasks over three days. Analysis centered on the nature of learners’ discourse practices within instances of small group conflict. The findings revealed 17 specific discourse practices which promote learning opportunities within conflict and six discourse practices which limit learning opportunities. Practitioners might leverage these findings by explicitly teaching and modeling the discourse practices which promote learning opportunities. Researchers might build upon the theoretical and methodological contributions of this study to examine promotive discourse practices under different constraints than were examined in the present analysis.

An Alternative Way to Improve the Writing Skills of Secondary School Students: The Social Cognitive Model of Sequential Skill Acquisition (SCM Intervention)

The aim of this study is to examine the effect of SCM-based self-regulation writing instruction on the expository writing and self-regulation skills of middle school 7th grade students. In the research, explanatory sequential mixed method, in which qualitative and quantitative research designs are used together, was used. In the quantitative dimension of the study, the quasi-experimental pre-test-post-test paired control group design was used, and in the qualitative dimension, the case study was used. The study group consists of 66 middle school students attending the 7th grade. It was used two quantitative data collection tools in the study. T-test and Covariance (ANCOVA) analysis were used for independent samples to compare the means of pre-test post-test scores. On the other hand, the qualitative data of the study were collected with a semi-structured interview form and analyzed through content analysis. As a result of the findings obtained from the post-test results in the study, it was observed that the expository writing and self-regulated writing skills of the experimental group students were significantly higher compared to the control group students. Qualitative data were grouped under four main themes: motivation, text production, use of strategy, and negativities.

Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.

Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making, to students with LD-R, EBD, HFA, and students reading below grade level. This article provides special educators, via self-directed learning, with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle and secondary grade students with and at-risk for disabilities that impact reading achievement.