Middle School Classrooms Research Articles

Education researchers as negotiators: Leveraging expertise across teachers and scientists to implement authentic data investigations in grade 7–12 classrooms

AbstractIncorporating authentic research skills and practices into K‐12 science, technology, engineering, and mathematics (STEM) instruction is a challenging yet crucial approach for introducing students to authentic science inquiry. While recommendations for emphasizing data literacy and quantitative reasoning in science classroom contexts are well‐established, implementation remains challenging. Over the span of 4 years (2019–2023), a multi‐institution team of teachers, education researchers, and forest scientists established a partnership with the overarching goal of integrating authentic forest research and data into middle and high school classrooms. The education researchers played a critical role in facilitating effective scientist and teacher interactions while addressing classroom implementation challenges. Importantly, the effectiveness and mutual benefits of the research partnership were greatly influenced by specific practices implemented by the education research team, and the assumption of different collaborative roles by all stakeholders involved. In this study, we examine these roles, relationships, and interactions of all stakeholders in the partnership, with “stakeholder” referring to participating teachers, education researchers, and collaborating forest scientists.

Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires

AbstractThis paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long‐term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.

The Impact of Teacher-Student Interaction in Middle School Classrooms on Student Learning Outcomes: A Comparison Between China and The United States

The dynamic interaction between teachers and students in middle school significantly influences educational outcomes, a topic that has garnered extensive attention. Despite the focus, existing studies often overlook the nuanced differences in teacher-student interactions between varying educational systems like those of China and the United States. This paper explores the distinct approaches to teacher-student interaction in these two countries and their impact on student learning outcomes. Comparative analysis reveals that cultural, pedagogical, and structural differences between the Chinese and American educational systems lead to varied effectiveness in academic practices and student engagement. Chinese students often excel in standardized testing, whereas American students show stronger critical thinking and creativity capabilities. Based on these findings, the paper suggests adopting cross-cultural best practices in educational strategies to enhance student engagement and global learning outcomes. Recommendations include incorporating more interactive teaching methods in China and increasing focus on foundational knowledge in the US to balance the respective strengths and weaknesses of each system.

Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda.

Get Fit! With Math and Lit: Pedagogical Implications for a Newly Developed Physical Activity Program

This article details the development of a physical activity curriculum used in an after-school program for youths. The program, Get Fit! With Math & Lit, employed culturally relevant pedagogies as its guiding framework and the Teaching Personal and Social Responsibility Model to structure its content. This multifaceted framework of the curriculum elevates holistic health considerations of youths to include social, emotional, mental, and physical needs, especially in relation to academic achievement. Particularly, positively engaging youths in physical activity and academics necessitates an integrated approach to instruction. The program utilized multimodal literacies to engage participants in collaborative games, physical exercises, mathematical problems, literacy practices, and reflective discussions. These multimodal literacies can be incorporated into various settings such as middle school classrooms, after-school programs, and physical education contexts. The purpose of this article is to share the curriculum's objectives, content, learning activities, materials, processes, evaluation, and implications.

Qualitative Evaluation of the Impact of a School Mental Health Literacy Curriculum on Student-Teacher Relationships.

Mental health literacy (MHL) programs, which aim to improve knowledge, reduce stigma and promote help-seeking behavior, are a promising approach to meeting the growing mental and behavioral health needs of youth. This study aimed to understand the relational impacts of a MHL curriculum on students and teachers. A MHL curriculum was delivered in middle school classrooms across 11 schools in two diverse school districts in the Mid-Atlantic and Southeast regions. Fifteen teachers and counselors who delivered the MHL curriculum participated in focus groups to describe their experiences using the curriculum and perceptions of its impact. Qualitative focus group data were analyzed via team-based inductive thematic analysis following a grounded theory approach. Findings indicate that educators perceived the universal school MHL program to have a positive impact on relationships amongst students and between students and teachers. Participants reported that the MHL curriculum helped to open conversations about mental health and related topics by developing common language and providing an opportunity to model vulnerability. Having these conversations improved classroom rapport and helped teachers develop deeper connections with students. As a result, teachers and students achieved greater empathy and students advocated more for themselves and their peers. Implications for integrating MHL programs into multi-tiered frameworks in schools to expand access to mental health supports are discussed.

‘Don’t hog, share and just let your imagination flow’: lessons from structured and unstructured loose parts play in middle primary school classrooms

AbstractDespite the many benefits of play, within primary school, play is often reduced to lunch breaks, particularly as children move to higher grades. Loose parts play affords children opportunities to develop imagination and 21st-century skills (collaboration, communication, creativity and critical thinking). As part of a larger project, two Year 4 classes in an Australian primary school (two teachers and 46 children, aged 9–10 years) engaged in one hour of structured or unstructured loose parts play during class time for eight weeks using a Nüdel Kart (loose parts play cart). Children in the structured play group were set challenges and taught creative attitudes and processes. Data was collected through children’s surveys and focus groups and teacher interviews. Children and teachers were overwhelmingly positive about the play sessions. Children enjoyed the opportunities for construction, social skills and creativity, while teachers focused on inclusion and social skills. Future classroom practice recommendations include integrating both play types and meeting creativity and social and emotional curriculum requirements through loose parts play.

How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

<p style="text-align:justify">Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).</p>

Reprocessable Networks from Vegetable Oils, Salts, and Food Acids: A Green Polymer Outreach Demonstration for Middle School Students.

Massive amounts of mismanaged plastic waste have led to growing concerns about their adverse impacts on the environment, ecosystem, and human health. Enabling efficient plastic recycling is a key component for developing a sustainable future, which requires cohesive efforts in technology innovations, public awareness, and workforce development. Particularly, outreach activities to inform the broader community about current efforts to fabricate sustainable polymeric materials can play a central role in inspiring future generations while also improving their knowledge, viewpoints, and behaviors to address plastic waste challenges. Herein, this account demonstrates an effort to educate middle school students about a key emerging concept in polymer science for sustainable material development: reprocessable polymer networks. Background information is provided to the students about the need to transition from petroleum-based chemical feedstocks to their bioderived counterparts. We note that the materials used in this demonstration lesson are all produced from common household foods, with which students routinely interact in various applications, making them not only safe but also compelling for the middle school classroom.

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education.

Project ChemicalBlooms: Collaborating with citizen scientists to survey the chemical diversity and phylogenetic distribution of plant epicuticular wax blooms.

Plants use chemistry to overcome diverse challenges. A particularly striking chemical trait that some plants possess is the ability to synthesize massive amounts of epicuticular wax that accumulates on the plant's surfaces as a white coating visible to the naked eye. The ability to synthesize basic wax molecules appears to be shared among virtually all land plants, and our knowledge of ubiquitous wax compound synthesis is reasonably advanced. However, the ability to synthesize thick layers of visible epicuticular crystals ("wax blooms") is restricted to specific lineages, and our knowledge of how wax blooms differ from ubiquitous wax layers is less developed. Here, we recruited the help of citizen scientists and middle school students to survey the wax bloom chemistry of 78 species spanning dicot, monocot, and gymnosperm lineages. Using gas chromatography-mass spectrometry, we found that the major wax classes reported from bulk wax mixtures can be present in wax bloom crystals, with fatty acids, fatty alcohols, and alkanes being present in many species' bloom crystals. In contrast, other compounds including aldehydes, ketones, secondary alcohols, and triterpenoids were present in only a few species' wax bloom crystals. By mapping the 78 wax bloom chemical profiles onto a phylogeny and using phylogenetic comparative analyses, we found that secondary alcohol and triterpenoid-rich wax blooms were present in lineage-specific patterns that would not be expected to arise by chance. That finding is consistent with reports that secondary alcohol biosynthesis enzymes are found only in certain lineages but was a surprise for triterpenoids, which are intracellular components in virtually all plant lineages. Thus, our data suggest that a lineage-specific mechanism other than biosynthesis exists that enables select species to generate triterpenoid-rich surface wax crystals. Overall, our study outlines a general mode in which research scientists can collaborate with citizen scientists as well as middle and high school classrooms not only to enhance data collection and generate testable hypotheses but also to directly involve classrooms in the scientific process and inspire future STEM workers.

A Harmony-Based Approach to Student Diversity

Purpose Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Design/Approach/Methods Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.” Originality/Value This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.

Integrating mental health literacy in the English language arts middle school classroom

Mental health challenges are on the rise among today’s youth. Recent reports have noted an acute and significant need for school-based mental health education and supportive interventions for children and adolescents. Among these approaches, a growing focus has centered on improving students’ mental health literacy (MHL) as a foundational component in addressing overall mental health needs. While schools offer an ideal venue for access and implementation, there exist a variety of limitations to integrating MHL content, particularly within the middle school classroom. In this manuscript, we offer recommendations for educators, school social support workers, and administrators who are interested in teaming together to develop and embed a literature-based MHL curriculum into the middle school English Language Arts (ELA) classroom. Our suggestions offer a framework for planning, developing, and implementing such a curriculum within the confines of current school structures and processes while maintaining the teacher’s role as educator.

Why bother translanguaging? Translanguaging pedagogies for equity in elementary and middle school classrooms

ABSTRACT Translanguaging pedagogies support multilingual students by activating prior knowledge, integrating home languages and cultures, and utilizing multimodal learning. However, as equity-oriented pedagogies, they redress long-standing practices of denying students access to their home languages or demanding a strict separation of their interwoven repertoires. This article examines three multilingual resources designed for elementary and middle school classrooms that teachers can use to support a translanguaging stance: 1) bilingual alphabet charts, 2) Unite for Literacy website, and 3) the Make Beliefs Comix website. The examples presented in the article represent new ways to use existing materials to promote more equitable learning opportunities for multilingual learners.

Research on the Construction of New English Classroom Teaching Mold in Middle School Based on New Curriculum Standard

The core literacy is the "gene" of the new curriculum standard(2022) of compulsory education. Under the new curriculum standard, English classroom teaching undertakes the task of transformation from discipline to people, from knowledge to quality. However, the current English education in middle schools seriously retarded the realization of the goals of new curriculum standard, so this thesis will endeavor to construct a new mold of English classroom teaching through the exploration of appropriate teaching materials, suitable goals, versatile methods and design, and diverse evaluation systems. The first part is an introduction of the amendment progress of English curriculum standard; the second part is the theoretical basis and literary review of the study; the third part concerns the significance of the study; the fourth part focuses on the constructional strategies of the new mold in middle school classroom English teaching; and the last part will reiterate the significance and necessity of constructing a new mold of English classroom teaching in middle school in the new era under the new English curriculum standard.

Practicing the New Chemistry Curriculum Standard to Realize the Core Quality Classroom Teaching Reform—Making the Middle School Classroom Truly Become the Place Where the Core Literacy Is Implemented

Practicing the New Chemistry Curriculum Standard to Realize the Core Quality Classroom Teaching Reform—Making the Middle School Classroom Truly Become the Place Where the Core Literacy Is Implemented

Assessing the Impact of Gamification in STEM Education: A Case Study of Middle School Classrooms

This has a look at investigates the impact of gamification on middle faculty STEM training, focusing on pupil motivation, engagement, and information of complex concepts. Employing a qualitative case look at method, statistics were gathered thru interviews and observations for the duration of an 8-week gamification intervention. The consequences reveal a massive growth in pupil motivation and engagement, as well as an improved information of complex STEM standards. Collaborative studying and crew dynamics additionally emerged as remarkable results. The findings propose that gamification, while thoughtfully integrated into the curriculum, can beautify each affective and cognitive dimensions of learning. Despite diagnosed challenges, the have a look at advocates for the tailor-made implementation of gamification in STEM schooling, emphasizing inclusivity and ongoing expert development for educators.

“I’m going to be open with you” or “ideas are neutral”: Critical reflections on doing YPAR in middle school classrooms

This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.