Middle School Classes Research Articles

Sources of Mathematics Learning Disabilities for Middle School Classes from the Point of View of Supervisors and Teachers and Their Suggestions for Addressing them

The study aimed to identify the sources of mathematics learning Disabilities for middle school classes from the point of view of supervisors and teachers and their suggestions to address them. The study sample consisted of 38 male and female supervisors and 151 teachers for the mathematics course who were chosen by the available random method during the first semester of the academic year 2021 / 2022. To achieve the objectives of the study, a tool was prepared that consisted of four subscales (36 items), namely the student, the teacher, the textbook, and the classroom environment. The results showed that the textbook ranked first, followed by the student, and then the teacher. The average responses of the study participants on the survey subscales were moderate, and there were no statistically significant differences attributed to the job title and gender variables and there were statistically significant differences attributed to the educational qualification variable and in favor of the bachelor's holders. There were statistically significant differences due to the number of years of experience in favor of the participants who have less than 5 years of experience. The study recommended holding training courses for mathematics teachers to find out a specific mechanism in dealing with people with learning difficulties. Keywords: Learning disabilities, mathematics, middle school, teachers, supervisors

Paremias in Classes of Russian as a Second Language through the Prism of the Uzbek Language

The article is devoted to teaching Russian as a non-native language at school using the material of Russian and Uzbek paremias that represent the image of a child.The comparison of phraseological units in second language classes contributes to the formation of a bilingual linguistic personality, which is the most important task of teaching Russian to foreign-speaking schoolchildren. The purpose of the article is to determine the directions of work with paremias in the children’s audience in a comparative aspect. The research material was Russian and Uzbek paremias representing the image of a child. Using the method of comparative-contrastive analysis, similarities and differences of phraseological units were determined based on the main thematic groups of paremias. By means of theoretical modeling, the ways of including paremias in teaching process and the recommended sequence of work with phraseological units in linguocultural classes in Russian as a second language were determined. The conducted research allowed to conclude that the main cognitive features of Russian and Uzbek paremias are significantly similar in the presence of certain differences. The distinctive features of Uzbek paremias include the reflection of a more tolerant attitude towards the shortcomings of the child, the idea of differences in the upbringing of a daughter and a son, the explication of the image of an ungrateful child. In Russian paremias, unlike Uzbek ones, the complexity of the upbringing process and the need for strict methods of influence are reflected, the individuality of the child is allowed at the same time as the recognition of frequent similarity with the parent. The paremias can become illustrative material in teaching Russian as second language when mastering various aspects of the language or the subject of study in special linguoculturological classes in middle and high school. Russian and Uzbek paremias identified similarities and differences allowed to offer examples of tasks for different stages of classes aimed at mastering the paremiological fund of the Russian language. The novelty of the study lies in the fact that it methodically interprets language material that has not previously been the object of consideration in a comparative aspect.

The externalities of preschool attendees in middle school classes

Using a nationally representative survey dataset on middle school students in China, this paper examines whether and how exposure to more classmates with a preschool experience affects students' cognitive and non-cognitive outcomes. We make use of the random class assignment rule, required by China's education law, to address the potential selection bias from class sorting. Our results show that exposure to more classmates with a longer preschool duration significantly improves students' cognitive and non-cognitive outcomes, whereas exposure to more classmates with a shorter preschool duration does not have such significantly positive effects, offering evidence of the dosage effects of attending a preschool program from the perspective of externalities. We further demonstrate three possible mechanisms through which the effects operate and quantify the explanatory power of each mechanism in driving the effects.

Оценяването по Биология в Условия на Дуално Обучение по Българската и Калифорнийската Образователна Система

The problem about evaluation in mixed schools, where dual education is conducted in two languages and two types of national standards, has been successfully solved in the international school, the subject of this study. The article compares and describes in detail the methods and technologies for evaluating and comparing the values of the results of the academic achievements of students studying natural sciences, in particular biology and health education in the Bulgarian and American educational systems. An analysis of the data obtained for the period of the last three school years for two middle school classes – 5th and 7th and two high school classes – 9th and 10th is included and illustrated with diagrams.

The Effect of Argumentation on Seventh Grade Students' Scientific Epistemological Beliefs and 21st Century Skills

The aim of this study is to examine the effect of argumentation over current teaching approach on scientific epistemological beliefs and 21st century skills of seventh grade students. This is a quasi-experimental design with pre-test and post-test control group. The sample of the study was composed of 79 seventh grade students (38 experimental; 41 control group) from two intact classes of an urban middle school instructed with the same teacher. The teaching methods were randomly assigned to the classes. The experimental group treated with argumentation, the control group treated with the current teaching approach without argumentation. As data collection tools; Scientific Epistemological Beliefs Scale and 21st century skills scale were used. Multivariance Analysis of Variance (MANOVA) was used for data analysis. The results showed that argumentation and the current teaching approach had a similar effect on students’ scientific epistemological beliefs and 21st century skills.

Personalized Recommendation in the Adaptive Learning System: The Role of Adaptive Testing Technology

Personalized recommendation plays an important role on content selection during the adaptive learning process. It is always a challenge on how to recommend effective items to improve learning performance. The aim of this study was to examine the feasibility of applying adaptive testing technology for personalized recommendation. We proposed the adaptation of applicable adaptive testing technology as a solution based on the widely accepted teaching philosophy that providing learners with challenging content can stimulate their potential and improve their performance. Specifically, we adapted item selection algorithms to make the difficulty of recommended items above the learner’s current knowledge level on the basis of the uniform scale of learner’s ability and item difficulty in the adaptive testing area. Participants were recruited from two classes in a junior middle school, one served as the experimental group by applying the adaptive testing recommendation, and the other served as the control group by applying the random recommendation. The results showed that the experimental group students achieved significantly higher scores and demonstrated higher learning abilities than the control group students. Therefore, the adapted testing technology that is being used for personalized recommendation is effective in improving learning performance.

The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender.

Misalignment between students' communal values and those expressed in classrooms is an obstacle to academic engagement, especially in mathematics, and especially for racial ethnic minority and female students. Using 10 schools across the United States, we conducted a longitudinal field study in 8th grade mathematics classes to investigate: (a) how perceptions of communally oriented classrooms influence student outcomes in early adolescence, (b) what psychological processes mediate these relations, and (c) whether the influence of perceived communal practices in classrooms have similar or different effects on students with varying social identities based on race, ethnicity, and gender. Results showed that middle school classes that emphasize communality (both social relevance of math and peer collaboration) significantly predicted stronger math self-concept, more behavioral engagement, and better performance in math. These associations were mediated through three psychological processes-belonging, challenge, and self-efficacy. Among racial ethnic minority adolescents, feelings of belonging and challenge in math class were key psychological processes that enhanced math learning outcomes. These processes were activated when classes connected communal values to math. Finally, communal learning contexts benefited girls and boys equally. In sum, communal values practiced by emphasizing social relevance of academic content and using collaborative learning practices engage all students, especially students of color, at a formative period of academic learning in mathematics. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

P5.15: Build-up on School Education Program to Nurture the Value of Sharing and Deceased Organ Donation for Youth in Korea

Introduction: In order to form a social consensus on deceased organ donation, it is necessary not only to promote through events, but also to nurture the value of sharing and understand deceased organ donation by school education. Methods: Vitallink, an NGO established by medical professionals, has built network with school teachers since 2015 and developed a guidebook and built four-hour class program. The guidebook called ‘The Seed of Hope, the Fruit of Sharing’ is composed of 14 chapters, the first part of which deals with the value of sharing and the latter part consists of understanding of deceased organ donation. In 2019, Vitallink collaborated with teachers to conduct the ‘Sharing & Life-sharing’ classes based on the guidebook and did a brief survey (5 questions) after class in one high-school. During the covid-19, school education had been converted to online, so the education was revised accordingly to four-hour class ‘Respect for Life’, which was composed of loving myself, empathizing and coexisting with others, and practicing sharing. Teachers who developed this program conducted pilot classes in elementary and middle schools. In February 2022, we held the zoom symposium on the four-hour class program for teachers, and then conducted a 7-item questionnaire. Results: A total of 120 high-school students participated in ‘Sharing & Life-sharing’ classes and 115 students responded the 5-question survey. Only 41 percent students replied they have heard of deceased organ donation to some extent and 69 percent of students answered that they felt need of this education. In February 2022, twenty-five teachers participated in the zoom symposium and sixteen completed the 7-item survey. Most of the participants (87.5%) said that this four-hour of ‘Respect for Life’ class at school were necessary for their students and 81% of teachers said they would be willing to conduct this program at school. Conclusions: We have experienced positive changes in our lives while developing this Sharing & Life Sharing education program. If this program is established in schools, the culture of deceased organ donation is expected to change positively with time and be put into practice.

Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study

Emotional and behavioural problems have marked adverse effects on school engagement and student performance. While previous studies have investigated the transition from primary to secondary school, middle to high-school transitions are not well-documented. Therefore, this qualitative study focuses on teachers charged with special needs classes in middle schools to identify their difficulties in supporting the career decisions of students with social, emotional, and behavioural difficulties. The study participants consisted of 18 teachers from special needs classes in Japanese middle schools. We identified three themes concerning teachers’ experiences: difficulties in determining students’ future trajectories, difficulties in collaborating with stakeholders, and teachers’ considerations of what is important. The findings suggest that the stigmas associated with social, emotional, and behavioural difficulties interfere career path choices of such students. Therefore, future studies about these students are essential for supporting career path-related decision-making among the teachers, students, and parents.

Effects of Perceived School Rule Enforcement on Traditional and Cyber Victimization: A Panel Study among Early Adolescents.

Traditional and cyber victimization can be considered similar in several respects, including the long-lasting damage done to the wellbeing of youth. However, it is important to acknowledge that they represent two clearly distinct phenomena and, as such, the impact of school rules on their development might differ. The present longitudinal study applies a multilevel model for a change approach to data resulting from a four-waves survey that followed a random sample of 101 Swiss middle school classes (N = 1500; MageT1 = 11.54, SD = 0.40) for a period of two school years. Findings from the analyses—which were conducted controlling for gender and economic status—showed that those students who perceive that school rules are implemented more consistently experience a slightly less steep increase in victimization online. A similar effect for traditional victimization was not found, probably because the observed change in this phenomenon was less. Considering the overall small effects found by this research, further investigation on the relation between school rule enforcement and peer victimization is recommended.

Do classroom teachers matter for academic achievement of students? Evidence from random assignment of students to teachers in China

ABSTRACT In China’s middle schools, each class is assigned both subject teachers who only instruct students on specific course and one classroom teacher who not only teaches in class but also provides out-class-support. This study evaluates whether classroom teachers are more effective than subject teachers in improving students’ academic performance. To examine the causal effect of the classroom teacher, I take the advantage of data that students are randomly assigned to classes in middle schools in China and exploit the within-teacher variation given a teacher acting as a classroom teacher for his or her own class but also giving lectures to other class(es) as a subject teacher in one term in China. The findings show that a classroom teacher has a significant positive effect on the students’ test scores in his or her own class compared with other classes he or she teaches. I further investigate the possible mechanisms and find that classroom teachers tend to have more interactions with their own class both inside class and outside class beyond giving lectures than with other classes they teach. This study provides insights for understanding the effect of teacher support outside class on students’ academic outcomes.

Стандартите за общообразователна подготовка по биология в САЩ и в България – сравнителен анализ

Unlike the Bulgarian state the standards for educational content in the USA are regulated differently. After the established inefficiency, they undergo many and various changes, with the main emphasis on the standards for natural sciences, which are literally being re-created. Their goals are to eliminate the ignorance about science, create common standards for teaching in the United States, and develop greater interest in science among students so that more of them choose higher education in science and technology. The article examines examples of the standards used in the United States for teaching science, in particular - biology for general education in middle and high school, which are taught today. The described examples are an excerpt from the new standards for the different fields of biology for two middle high school classes – 5th and 7th and one total for high school – IX – XII grade.

The caught being good game in a middle primary school class.

The caught being good game in a middle primary school class.

Characterizing whole class discussions about data and statistics with conversation profile analysis

Whole class discussions (WCDs) are an important pedagogical tool for mathematics classes but are challenging to characterize across large numbers of observations because of their dynamic and complex nature. In this paper, we report on an exploratory method to characterize WCDs in mathematics classes across large numbers of observations that we refer to as Conversation Profile Analysis (CPA). CPA uses Latent Class Modeling (LCM) with live observation data to generate profiles of WCDs in middle-grade mathematics classes. We report on our exploratory use of CPA to analyze observation data from 259 WCDs about data and statistics in middle school classes making use of an innovative approach to instruction called Data Modeling. We identified 4 profiles of WCDs and found that these profiles varied in likelihood across time and were associated with different ways students talked about key mathematical ideas. We also discuss broader implications of the CPA approach to studying WCDs in math classes.

고교학점제의 특수교육대상자 적용에 따른 중등 특수교사의 인식과 요구

This study was to examine the perception and needs of special secondary education teachers for high school credit system, and to consider the desirable direction and settlement plan for the implementation of the high school credit system with in the field of integrated education. For this purpose, a survey was conducted on 97 special education teachers that are working in special classes in both middle and high schools. The results of this study are as follows. First, the level of understanding of the high school credit system was high; however, the degree of perception was negative. Second, special education teachers recognized that it was necessary to both organize and operate a curriculum for students with special needs as well as establish a separate elective subject. Third, there were many opinions stating that it is desirable to evaluate the criteria for completing the subject on attendance days for students with special needs. Fourth, for the stable implementation of the high school credit system for students, it was recognized that the responsibility of all school members was important for reducing the burden on special education teachers. Finally, it was noted that necessary for special education teachers' ability to understand and reorganize the curriculum was necessary to implement the high school credit system. Based on the results of this study, the direction of the high school credit system’s stable implementation for students with special needs with in the integrated education field was discussed.

Vision Impairment among Children in South India: Results from a Large-Scale School Eye Screening

ABSTRACT Purpose To provide the prevalence of vision impairment and blindness among 250,000 school children aged 6 to 17 years, screened in Tamil Nadu, India. Methods The study was conducted between 2016 and 2019 as a part of the school eye screening program in Kanchipuram district, Tamil Nadu. The clinical examination included basic vision testing, objective refraction, subjective acceptance, spectacle dispensing, and a posterior segment evaluation. The prevalence of vision impairment, blindness, low vision, and the association with other demographic variables using logistic regression were calculated. Results A total of 250,052 children were screened in 1047 schools and the prevalence of vision impairment, blindness, and low vision in Kanchipuram district was 3.83%, 0.01%, 0.19%, respectively. The major causes for vision impairment, blindness, and low vision were refractive errors (3.05%), high myopia (0.002%), and refractive amblyopia (0.04%), respectively. Vision impairment was significantly associated with urban location (OR = 1.42, 95% CI 1.36–1.48, p < .0001), females (OR = 1.11, 95%CI – 1.08–1.15, p < .0001), private schools (OR = 2.43, 95%CI – 2.35–2.42, p < .0001), higher secondary class grade (OR = 1.69, 95%CI – 1.61–1.77, p = .001), high-school class grade (OR = 1.65, 95%CI – 1.58–1.72, p = .001) and middle school class grade (OR = 1.53, 95%CI – 1.47–1.59, p = .001). Conclusion This large-scale school eye screening reports a comparatively lower prevalence of vision impairment, blindness, and low vision when compared to other studies conducted around the world. Although the overall prevalence is relatively low, the causes are mostly refractive. Urban, female, private school-going children aged 11–17 are at higher risk.

Young Women's Health Initiative.

A reflective conversation amongst the Jamaica Hospital Medical Center obstetrics and gynecology team regarding the misinformation we believed as young women resulted in a program focused on young women. The program was designed to provide young women with accurate information on their health and well-being. Equipped with this information, we believe that young women would be poised to make better decisions for their future. We discussed community engagement and outreach to target schools in the surrounding Jamaica Hospital Medical Center community. In the midst of the pandemic, when educational systems moved toward virtual and electronic platforms, the Jamaica Hospital Medical Center obstetrics and gynecology team established a virtual program to promote the health and wellness of young women in middle and high schools. To accomplish these objectives, the Jamaica Hospital Medical Center obstetrics and gynecology team created seven modules that cover the following topics: Module 1-an informational session that addresses female hygiene and other health-related topics for young women and girls. This session allowed the team to assess the knowledge of our cohort. Module 2-a tutorial on the anatomy of the female body to empower young women and girls to understand how their bodies work. Modules 3 and 4-two sessions focused on puberty and the associated changes young women and girls should expect. Module 5-a session focused on sexually transmitted infections and their long-term effects, both physically and emotionally. Module 6-a session focused on physical and mental health wellness (including topics that resonate with our cohort such as body image and eating disorders). Module 7-a session focused on breast health, specifically gauged to the needs of our cohort.Each module required a commitment of at least 60 minutes, and, in some instances, a module had to be split into two sessions to ensure that the subject matter of that module was sufficiently covered. These modules were collaboratively developed from feedback provided by obstetricians in the community and educators at our target schools. The modules included interactive elements such as Poll Everywhere, videos, and diagrams that facilitated thoughtful and academic discussions. We successfully implemented this pilot program in two classes (one middle school class and one high school class), with the curriculum adjusted to cater to its audience. We received overwhelmingly positive feedback from both the students and their educator liaisons. We recognize that this program is an important engagement tool to be shared with other communities to inform a wider audience of young women and girls.

When home becomes classroom: The shifting roles of Korean immigrant mothers in the management of children's education during COVID-19 in the US

COVID-19 has disrupted women's lives by increasing their childcare and household labor responsibilities. This has detrimentally affected immigrant women with limited resources, who invest in their children's education for upward mobility. Based on a content analysis of 478 posts on the MissyUSA website, this study explores the ways in which Korean immigrant mothers in the U.S. navigate the management of middle and high school children's online education during lockdown. Before the pandemic, mothers' tasks were largely limited to scheduling and coordinating private-paid after-school programs that occurred outside the home. However, the pandemic transformed mothers into active coordinators of public middle and high school classes and of private online tutoring, and de facto schoolteachers at home. This breakdown of boundaries between the home and tasks normally relegated to the outside world has burdened mothers with augmented roles managing the ordinary functioning of their children's education during the pandemic.

Using Group Investigation (GI) Strategy to Improve Students’ Writing Skill

The aim of this research is to find out the effectiveness of Group Investigation Strategy in improving students’ writing skill This study is experimental and was conducted in Bangka, Bangka Belitung province. 50 students from two classes of middle school were taken as the sample. By using Paired Sample t-test and Independent Sample t-test, the result showed that the students who were taught by using Group Investigation Strategy got higher score than those who were not. The result of independent sample t-test stated that t-obtained (0.420) was lower than critical value of t- table (2.01) and the significant (2-tailed) was 0.670, higher than computation with significant level 0.005. In other words, there was a no significant difference between students who were taught by using Group Investigation Strategy and the students who were taught without using Group Investigation Strategy.

Think Like a Linguist: Leveraging Multilingual Students’ Expertise about Language

AbstractIn this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester‐long study on academic vocabulary and word analysis using Latin roots. Our intention in Think Like a Linguist lessons was to present concepts about language patterns and relationships by leveraging students’ diverse language backgrounds. Transcripts of lessons from one middle school class and two high school classes were inductively coded and thematically analyzed. Three main findings about students’ participation and learning are presented. First, students engaged in hypothesis‐checking and flexible thinking about language. Second, students collectively leveraged all the languages they knew for analysis. Third, lessons created the conditions for students to reflect on relations between language and power. In addition to these findings, we present major concepts introduced, examples of instructional tasks, and resources for instruction.