Middle School Teachers Research Articles

Middle School Teachers’ Implementation and Perceptions of Automated Writing Evaluation

Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers’ implementation and perceptions of AWE. This study examined the relationship between teachers’ implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students’ writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators’ perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers’ implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.

Empirical Investigation of Work-Family Conflict and Teachers’ Happiness Through Employee Assistance Programs in Yunnan Middle Schools

This study aims to (1) explore the influence of work-family conflict on middle school teachers’ happiness and (2) investigate whether the implementation of the Employee Assistance Program (EAP) affects middle school teachers’ happiness. A quantitative research approach with a sample size of 242 teachers from public and private middle schools in Yunnan province, China, was used, as determined by the Krejcie and Morgan’s (1970) table. The research instruments were two questionnaires: (1) The Work-Family Conflict Scale and (2) the Employee Assistance Program Scale. The results presented that (1) the influence of work-family conflict on middle school teachers’ happiness was mean=3.41 and S.D.=1.13. It was the rating of “moderate,” (2) implementation of the Employee Assistance Program (EAP) had a moderating effect on middle school teachers’ happiness was at the level of mean =3.20 and S.D.=1.10. It was the rating of “moderate” that work-family conflict significantly impacts middle school teachers’ happiness, and employee assistance programs significantly moderate middle school teachers’ happiness. However, this study’s limitations arise from its focus on middle school teachers and the lack of extensive analysis of various EAP dimensions and work-family conflict aspects. Additionally, the findings may not apply to teachers in other educational stages, such as primary schools or universities. Future research could investigate the specific dimensions and implementation items of the EAP for middle school teachers, offering insights into their most pressing needs concerning work, life, and health. Such research would contribute to developing a better working environment and learning atmosphere for teachers and students.

Development of a Satir Model-Based Communication Program in Home Economic Education for Middle School Students

This study sought to address the challenges adolescents face in interpersonal relationships and communication, emphasizing the importance of communication education for their development. Its principal aim was to develop a communication program for middle school home economics education (HEE) based on Satir theory through a process comprising a literature review, program development, and expert evaluation. The program was designed using Satir's iceberg model, highlighting the reciprocal relationship between communication and self-esteem. Its purpose is to enhance self-esteem and communication through self-awareness. The program consists of 8 sessions, 22 activity sheets, 6 video clips, 2 books, 1 music source, 3 online teaching tools, and teacher reading materials. It was finalized after being validated by 9 HEE education experts. The significance of the program lies in the fact it introduces a communication curriculum that can be integrated into middle school education, a critical period for stabilizing communication habits and forming identity. Furthermore, it demonstrates the potential for HEE to offer interconnected lessons that emphasize both self-esteem and communication, addressing previously overlooked aspects by incorporating key elements of Satir theory. Future research should focus on implementing this program in classrooms to evaluate its effectiveness. Additionally, to enhance its practical application, it is essential to improve HEE teachers' understanding of Satir theory through targeted training or professional development.

How Do Teachers Perceive Lifelong Learning and Adult Education?

The objective of this study is to explore the perspectives of middle school teachers on the concepts of lifelong learning and adult education. The qualitative research involved 25 middle school teachers, and their responses, gathered through semi-structured interviews, underwent content analysis. Thematic analysis was employed to derive the results. The findings underscore that teachers attribute value to lifelong learning and adult education for various purposes, such as personal development, adaptation to evolving times, sustained learning, quality time utilization, social integration, and meeting educational needs. A consensus within the study group indicates that individuals across professions should engage in lifelong learning beyond their initial undergraduate education. The research reveals that continuous lifelong learning among teachers positively impacts performance, fostering open-mindedness, cultivating versatile thinking, facilitating effective lesson delivery, and improving interaction with students. Identified factors hindering lifelong learning include physical and economic conditions, environmental factors, health issues, motivation, and the repercussions of disasters. Additionally, teacher opinions shed light on shortcomings in lifelong learning and adult education within the Turkish context. Lastly, the study observes a general lack of adequate knowledge among teachers regarding global lifelong learning and adult education activities.

Adolescents' Knowledge and Misconceptions About Sexually Transmitted Infections: A Cross-Sectional Study in Middle School Students in Portugal.

Background/Objectives: Adolescence represents a period of heightened vulnerability to risky sexual behaviours. In Portugal, adolescents are initiating sexual activity at increasingly younger ages, making it relevant to characterise their knowledge about sexually transmitted diseases and prevention methods at an earlier stage of their development. Methods: A cross-sectional observational study was conducted involving the application of a questionnaire to 750 ninth-grade students from Vila Nova de Gaia, Porto, Portugal. The questionnaire covered topics such as perceptions of sexuality, knowledge of sexuality and STIs, methods of transmission prevention, and sources of information. Results: The mean age was 14.4 years, with 19.9% reporting having already initiated sexual activity. Overall, the knowledge about sexually transmitted infections was low, with a score of 7.08 out of a maximum score of 18. Condoms and immunisation were well-recognised preventive measures, but many misconceptions persisted. Better knowledge is associated with better attitudes regarding the likelihood of having sexual intercourse. Conclusions: This study reveals adolescents' limited knowledge about sexually transmitted infections, misconceptions about prevention, and reliance on peers and the internet over trusted sources, highlighting the need for comprehensive sexual education in middle school.

Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers’ well-being and online teaching intentions

BackgroundThe COVID-19 pandemic’s “Great Online Transition” significantly impacted teachers. Existing research on Emergency Remote Teaching (ERT) lacks longitudinal designs and consideration of subject-specific contexts. This study, using the Stressor-Strain-Outcome framework, investigates psychological needs thwarting (PNT) during ERT on teachers’ well-being and online teaching intentions, considering subject of instruction as a potential factor.MethodsData were collected from 1,369 Chinese primary and middle school teachers of Chinese literature, mathematics, and English as a Foreign Language (EFL) at two time points: two weeks after ERT implementation (Time 1, mid-November 2021) and two months later, after returning to face-to-face teaching (Time 2, mid-January 2022). PNT, emotional exhaustion, psychological distress, and intention towards online teaching were evaluated.ResultsAmong the types of PNT, competence thwarting emerged as the strongest predictor of emotional exhaustion, which was, in turn, associated with reduced online teaching intention and increased psychological distress. EFL teachers showed stronger associations between PNT, emotional exhaustion, and adverse outcomes, indicating higher susceptibility to strain during ERT.ConclusionSubject of instruction, particularly for EFL teachers, significantly influences the relationship between PNT and teacher outcomes during ERT. Our findings underscore the need for subject-specific support strategies in online teaching environments.

Teaching infectious diseases during and in the aftermath of the COVID-19 pandemic – middle school teachers’ choice of content and instructional approaches

ABSTRACT The COVID-19 pandemic impacted immensely in schools worldwide, emphasising the pivotal importance of infectious diseases. This study aims to delineate the teaching of diseases in middle schools, investigating how content and instruction was influenced in the aftermath of the pandemic. Semi-structured individual interviews were conducted with teachers. The analytical method involved thematic analysis. The first analysis concerned teaching content was based on the framework of contagion literacy. The second analysis investigated the teaching approaches through an inductive analysis. The findings suggest that the pandemic had an impact on the biology teaching in relation to infectious diseases. During the pandemic, teaching largely revolved around student-initiated, question-driven discussions about current events related to societal health initiatives within schools, rather than expanding the planned biology curriculum. The main finding is that teachers focused on hygiene and to influence students’ behaviours interactively. The pandemic was not fully exploited by the participating teachers to develop more curriculum-based teaching including functional and critical health literacy perspectives. The study recommends that biology teachers collaborate with school health teams and engage in interdisciplinary work. We also suggest to amend primary science teacher education to meet the need to teach the young people in the event of future pandemics.

Quantitative Research on Gifted/Talented Students’ Critical Thinking Skills

This study aims to determine the level of critical thinking skills among gifted students and investigate whether there is a relationship between their levels of critical thinking and their gender, age, grade level, pre-kindergarten education and parents' educational backgrounds. The study sample of the research consists of 203 students who are enrolled in the Science and Art Center in the central district of Kütahya province, Turkey during the 2021-2022 academic year. As per the findings, gifted female students have higher mean scores in the Critical Thinking Dispositions Scale compared to gifted male students. Also, this study examined the differences in critical thinking levels between gifted students who received pre-kindergarten education and those who did not receive pre-kindergarten education. The results indicate that these differences are statistically insignificant. As another remarkable finding, gifted students whose mothers have a high school or Master’s and above education level have significantly higher levels of critical thinking compared to gifted students whose mothers have a primary school or middle school education level.

Integration of Mental Health Concepts in the Middle School Curriculum

This qualitative study explores the experiences of middle school teachers of Liaocheng Vocational and Technical School with student mental health education within their school setting. Drawing on interviews with teachers, supported interviews with school administrators and parents, the study aims to understand the challenges, resources, and support systems in promoting student well-being that teachers believe would be most beneficial in facilitating effective mental health education. Through a qualitative inquiry, and specifically using purposeful sampling, ten participants will be selected to provide rich insights into the phenomenon. Data will be collected through semi-structured interviews and analyzed using thematic analysis. Results may highlight the multifaceted nature of supporting student mental health, encompassing recognition of mental health issues, role breadth, efficacy in providing support, and barriers faced within the school environment. It is hoped that the study contributes to the literature by offering insights into the complexities of addressing student mental health within the middle school context and informing the development of effective interventions and support systems.

AI MyData: Fostering Middle School Students’ Engagement with Machine Learning through an Ethics-Infused AI Curriculum

As initiatives on artificial intelligence (AI) education in K-12 learning contexts continues to evolve, researchers have developed curricula among other resources to promote AI across grade levels. Yet, there is a need for more effort regarding curriculum, tools, and pedagogy, as well as assessment techniques to popularize AI at the middle school level. Drawing on prior work, we created original curriculum activities with innovative use of existing technology, a new computational teaching tool, and a series of approaches and assessments to evaluate students’ engagement with the learning resources. Our curriculum called AI MyData comprises elements of ML and data science infused with ethical orientation. In this paper, we describe the novel AI curriculum and further discuss how we engaged students in learning and critiquing AI ethical dilemmas. We gathered data from two pilot studies conducted in the Northeast United States, one Artificial Intelligence Afterschool (AIA) program, and one virtual AI summer camp. The AIA program was carried out in a local public school with four middle school students aged 12 to 13; the program consisted of eleven two-hour sessions. The summer camp consisted of two-hour sessions over four consecutive days, with eighteen students aged 12 to 15. We facilitated both pilot programs with hands-on plugged and unplugged activities. The method of capturing data included artifact collection, structured interviews, written assessments, and a pre- to post-questionnaire tapping participants’ dispositions about AI and its societal implication. Participant artifacts, written assessments, survey, observation, and analysis of tasks completed revealed that the children improved in their knowledge of AI. In addition, the AI curriculum units and accompanying approaches developed for this study successfully engaged the participants, even without prior knowledge of related concepts. We also found an indication that introducing ethics of AI to adolescents will help their development as ethically responsive citizens. Our study results also indicate that lessons establishing links with students’ personal lives (e.g., letting students choose personally meaningful datasets) and societal implications using unplugged activities and interactive tools were particularly valuable for promoting AI and the integration of AI in middle school education across the subject domains and settings. Based on these results, we discuss our findings, identify their limitations, and propose future work.

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Burnout among special education teachers: exploring the interplay between individual and contextual factors

ABSTRACT Special education teachers are among the professional figures in the educational sector who risk high levels of burnout. This study explores which variables among individual factors (i.e. socio-demographics, personal self-efficacy, computer self-efficacy) and contextual factors (i.e. collective self-efficacy and work organisation) can predict burnout among special education teachers. Participants included 3171 Italian special education teachers in primary, middle and high schools. They filled out the Copenhagen Burnout Inventory, the Perceived Personal and Collective Self-efficacy in the School Context Scale, the Intrapersonal Technology Integration Scale, and a questionnaire developed specifically to investigate socio-biographical characteristics and teaching organisation. A multivariate LASSO regression model was used to select the most significant predictors. The results identified multiple variables associated with burnout, both among individual factors (e.g. gender, self-efficacy) and contextual ones (e.g. lack of shared involvement in the Individualized Education Program). These results provide new perspectives for planning interventions for special education teachers taking into consideration both their individual characteristics and the context they work in. Limitations of the study and possible further research are discussed.

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor’s and master’s level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

Investigation on the Present Situation of Mathematics Large Unit Teaching in Middle Schools in Anyang and Its Improvement Countermeasures

Under the background of educational reform, large-unit teaching strategy is of great significance to improve the quality of middle school mathematics teaching and promote students' deep learning. Based on the integration of pedagogy theory and practice, this paper deeply analyzes the challenges and opportunities faced by middle school mathematics teachers in Anyang when implementing large-unit teaching strategies, and puts forward targeted professional development strategies for teachers at different stages, such as rookie, backbone and senior. At the same time, this paper also discusses how to combine teachers' internal motivation and external support to build an effective strategy system. These research results not only provide concrete guidance for middle school mathematics teachers to implement large-unit teaching strategies, but also provide in-depth insights and references for educators to promote the sustainable development and innovation of middle school mathematics education.

공교육에서 ‘에듀테크 활용 맞춤형 학습’의 의미와 실행방안 탐색

This study explores the meaning and implementation strategies of using EduTech for personalized instruction in the context of public education. Through an analysis of existing research and focus group interviews conducted in three sessions with elementary and middle school teachers and experts, open coding, nominalization, and categorization were applied to responses and interview transcripts. In addition, a keyword network analysis was conducted using UCINET. Results indicate that EduTech and differentiated instruction emerged as central concepts for personalized learning, with both high frequency and centrality. Although diversity appeared with lower frequency, it ranked as a top keyword in terms of centrality, highlighting the importance of considering student diversity and instructional diversification when designing personalized learning approaches using EduTech. The study suggests that differentiated instruction is a practical approach to using EduTech for personalized learning in public education. It also proposes an instructional diversification strategy that aims to reflect the characteristics and levels of learners, with the overall goal of effectively supporting all students.

IDENTIFICATION OF CHARACTERISTICS OF SCHIZOPHRENIA PATIENTS IN MENTAL HOSPITAL

Introduction: Schizophrenia is a group of disorders characterized by hallucinations, delusions, changes in thought flow, affect, and agitation. This disease attacks people of various ages, genders, and educational and economic levels. The purpose of this study is to identify the characteristics of patients with schizophrenia in mental hospitals. Methods: This quantitative research used a descriptive approach, with a sample of 319 patients. Data was taken using a purposive sampling technique, the data source was from the medical records of the Menur Mental Hospital, Surabaya in January-March 2023. Variables, namely the characteristics of schizophrenia patients, include age, gender, education, employment, and marital status. Data analysis uses quantitative description. Results: The average age of patients is 25-44 years with a mean value (2.78), the largest age is 25-44 years (37.6%), 3-4 years (20.1%), a small percentage is >65 years (4.4 %), there were more men (63.3%) than women, the majority, 77.1%, did not work, the majority of patients had a high school or equivalent education (36.7%), and 68% were not married. Conclusions: Characteristics of schizophrenic patients, most of them are adults, men, not working, lower middle school education, and not married. Identification of important characteristics is used as basic information in early patient treatment.

Good Teaching Practices in Education and Support to Learning in Middle School

Contemporary education faces the challenge of innovating to improve the quality of learning, requiring teachers to adopt effective methodological strategies. This study examines teaching strategies and good practices in middle school education in Cuenca, Ecuador, with the objective of identifying effective approaches and areas for improvement. The methodology employed was mixed, combining qualitative and quantitative approaches. A prospective and non-experimental design was used, which allowed observing educational phenomena without intervening in their development. The research included semi-structured interviews, focus groups and life stories to capture in-depth educational experiences. In addition, surveys were applied to a representative sample of teachers and students to obtain quantitative data on the perception and effectiveness of teaching practices. The main result of the study highlights that solid teacher training and the use of innovative technologies are crucial to improve educational quality and promote an inclusive and equitable environment.

Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed

Unmet Dental Care Needs of The Low-Income Elderly in South Korea: Applying the Andersen behavioural model.

Retirement reduces income and increases dental care needs for the elderly, but there are few studies on unmet dental care needs among the low-income elderly. This study aimed to identify actors associated with unmet dental care needs of low-income elderly people in South Korea. Secondary analysis of 2020 KNHANES data relating to 1,016 elderly individuals (65+) below median income. Unmet dental care needs were higher for women at 28.9% (p ⟨0.001), those with a middle school education at 28.5% (p ⟨ 0.05), individuals who rated their health as "poor" at 31.3%, those reporting feelings of depression at 44.8% (p ⟨ 0.001), individuals who rated their oral health as "poor" at 36.2% (p ⟨ 0.001), and those who experienced toothache at 37.2% (p ⟨ 0.001). In regression analysis women (Risk Ratio = 1.59, 95% CI 1.09-2.32), people with depression (RR = 2.29, 95% CI 1.01-5.15), those who perceived their oral health as "poor" (3.20, 95% CI 1.90-5.32) and those toothache (1.88, 95% CI 1.27-2.76) had higher unmet dental needs. Substantial unmet dental care needs exist among the low-income retired elderly. Comprehensive public oral health policies and community programs are needed for this population group.

School Leadership Amidst the Push for CTE Curriculum

ABSTRACT Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming.