Middle School Teachers Research Articles

Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Reintroducing translation exercises in EFL classes has been advocated by theorists and scholars in the field. They highlighted the facilitative role of translation and called for paying attention to its position in FL teaching, especially with regard to the four skills (Deller and Riuvolucri, 2002; Atkinson, 1993, 1987; Auerbach, 1993). However, it is noted that little attention has been paid to suggesting practical pedagogical and methodological recommendations of a possible use of translation exercises in EFL teaching. In the present paper, we aim at exploring teachers’ views and recommendations towards using translation exercises in the teaching of reading comprehension to beginners in Moroccan middle schools. To do this, the study employed a qualitative method of research. Despite Covid-19 discouraging conditions and the difficulty of finding teachers who have been teaching English in middle schools continuously, ten teachers who use the same textbook with the same level of learners were interviewed. Analysis revealed that the interviewees are positive about using translation in beginners’ reading comprehension classes on condition that the activities are short and well-controlled, should come in the initial and the final stages of the lesson, particularly with culture-based reading material.

Revision and Multiple Validity Verification of Self-Presentation Skills Assessment for Middle School Students

The main objective of this study is to revise and validate the assessment of self-presentation skills of middle school students. The assessment is based on existing self-assessment scales and adaptively modified for a more accurate assessment of middle school students' self-presentation skills. Considering the characteristics of middle school students and teachers' assessment, we have reconstructed and adjusted the dimensions of the original assessment. This paper includes background research, scale design and innovation, scale testing, and scale reliability and multiple validity verification. In order to further verify the effectiveness and reliability of the tool, this study added the application of content validity and factor analysis on the basis of previous studies. The results of this study are intended to compensate for the limitations of current teacher assessment for middle school students' self-presentation. At the same time, this study also provides a basis for the development of middle school students' self-presentation skills integrated training programs.

Comprehensive nursing model for diabetic foot ulcers: A strategy to improve prognosis and quality of life.

Diabetic foot (DF) ulcer is one of the common complications of diabetic patients, with high incidence and amputation rate, which seriously affects the quality of life and health of patients. Therefore, how to effectively prevent and treat DF ulcers and reduce amputation rate has become an urgent problem in the medical field. As a comprehensive nursing model for patients with DF ulcers, comprehensive nursing intervention is designed to improve the therapeutic effect and prognosis and reduce the rate of amputation. Convenient sampling method was used to select 360 patients with DF who received routine care for DF ulcers from July 2013 to July 2023 for retrospective cohort analysis. According to the existence of exposure factors (comprehensive nursing intervention), 180 cases were divided into observation group and comparison group. The basic demographic data, amputation rate, severity of foot ulcer, neuropathy and vascular disease, and blood glucose control were compared between the 2 groups. The data was analyzed using SPSS26.0. Harman single factor test was used to check whether there was common method bias in the study data. Descriptive analysis, Spearman rank correlation analysis and multiple linear regression analysis were used to analyze the current situation of amputation rate of DF patients and the influence of comprehensive nursing intervention on the amputation rate of DF patients. The amputation rate was 2.8% in the Observation group compared to 8.3% in the Comparison group. The amputation rate of the observation group was generally higher in the age group, and the amputation rate of the observation group was higher in the middle school education level and below and the economic status of <5000 yuan. The difference was statistically significant (P < .05). Age (odds ratio [OR] = 1.96; 95% confidence interval [CI]: 0.88-4.38), education level (OR = 1.30; 95% CI: 1.69-6.46), economic status (OR = 2.28; 95% CI: 1.69-10.85) was an independent risk factor for amputation rate (P < .05). Comprehensive nursing interventions have played a positive role in reducing the rate of amputation in patients with DF.

Public Administration Ethics Education to Build Anti-Corruption Integrity among Students of SMP N 13 Padang

The high level of corruption, which has become a pathology in developing countries, especially Indonesia, is evidenced by the 2022 international transparency data, which scored 34/100 and ranked 110 out of 180 surveyed countries. Indonesia ranks as the 5th most corrupt country in Southeast Asia. With these results, Indonesia has only been able to increase its Corruption Perception Index (CPI) score by 2 points from 32 over the past decade since 2012. Despite Law No. 20 of 2001's eradication of corruption, which covers various aspects, related to anti-corruption efforts, including education and anti-corruption socialization, this pathology remains unresolved. Therefore, a strong foundation is needed, especially among the younger generation as the nation's future leaders, by strengthening students' character regarding integrity and courage against corruption. This community engagement used socialization, interviews with school members, and participatory observation within the school environment. The concept of public administration ethics serves as the basis for this activity. The results showed that anti-corruption education through the perspective of public administration at SMP N 13 Padang plays a significant role in shaping students' integrity and courage in combating corruption. As adolescents, students are in the process of forming moral values and behaviors. Thus, anti-corruption education interventions can significantly impact shaping their character. Students improved their understanding of corruption and developed a more courageous attitude and strong integrity. The results provided valuable insights and a foundation for further improvement in anti-corruption education in middle schools.

Analyzing the Integration of Computational Thinking in Science and Physics Education within the Indonesian Curriculum

This field study was carried out to reveal the implementation of computational thinking in learning Natural Sciences and Physics in the Independent Curriculum. The study was conducted in Garut Regency targeting science, physics and ICT teachers in schools that have implemented the Independent Curriculum. The number of respondents involved was 112 teachers who were selected using the cluster sampling method. Respondents consisted of 57.1% elementary school teachers, 31.3% middle school teachers, and 11.6% high school/equivalent teachers. The instruments used include questionnaires, observation sheets, and document analysis sheets. Data analysis was carried out using triangulation techniques from research data. The research results show that conceptually teachers still do not understand computational thinking. Even though some teachers are aware of the emphasis on implementing computational thinking in the independent curriculum, the documents for planning and implementing learning in the classroom still do not show this implementation. These results can be used as a basis for conducting training and assistance to science and physics teachers in implementing computational thinking in learning.

Improving teacher performance: Evolution and enlightenment of primary and middle school teacher certification institution in China (1978–2023)

AbstractFrom the perspective of historical institutionalism, based on several critical junctures of the past half‐century in China, this paper divides over 40‐year history of China's teacher certification institution into four stages and elaborates on mechanisms and processes of critical junctures that impact even determine teacher certification institution reforms. The features of China's teacher certification institution are as follows: Its examination system is increasingly perfect; its direct accreditation depends more on graduates' quality rather than major categories; its history is a seesaw effect history between pedagogic and academic orientation of teacher education; teacher certification institution and normal specialty students' quality is the bottom line of teacher workforce performance under the open teacher education system; and the intersection between pedagogic and academic orientation of teacher education leads to the standardization and professionalization of teacher education in all respects.

Education Financing Planning Strategy in the Field of Middle School Education Development, Maybrat Regency Education Office

This research aims to examine education financing planning strategies in the field of junior high school education development at the Maybrat District Education Office. This study was carried out using a bibliographic approach, which involved collecting secondary data from various relevant literature sources. The main findings of this research show that the main source of education financing in Maybrat Regency comes from the Regional Revenue and Expenditure Budget (APBD) and School Operational Assistance Funds (BOS). However, this funding allocation is often insufficient to meet school operational and development needs. In addition, some schools are trying to find alternative funding sources through collaboration with private institutions and non-governmental organizations, although these initiatives are still limited. This research also found that transparency and accountability in the management of education funds need to be improved through financial management training and the implementation of an integrated financial information system. In addition, annual budget planning carried out by schools in Maybrat Regency needs to be performance-based and more flexible in dealing with changing needs. Other challenges include limited facilities and infrastructure, as well as limited accessibility due to remote geographical conditions. Recommendations from this research include diversifying funding sources through developing partnerships with the private sector and non-governmental organizations, strengthening financial management capacity through regular training, optimizing the use of funds through performance-based budgeting, and increasing community involvement in planning and monitoring education financing. It is hoped that the implementation of these strategies can improve the quality of education and create a more conducive learning environment for students in Maybrat Regency.

Surveying the Perspectives of Middle and High School Educators Who Use Role-playing Games as Pedagogy

This qualitative study analyzes interviews from 11 educators who use TTRPGs as pedagogy to identify common perspectives about what benefits these games bring to their classrooms. Findings across settings include practitioner reports of increased engagement, new social connections, the development of affinity groups, and a lowering of perceived social stakes for students in the setting. Additionally, teachers described a change in student attitudes about success in the classroom from an individualistic to collectivist stance. These findings are then examined through Gary Alan Fine’s TTRPG Frame Theory. Also noted is the lack of connection between the current work of RPG scholars and the work of these practitioners.

Determining the Relationships Between Job Satisfaction, Motivation, and Demographic Factors: A Research on 5-Star Chain Hotels

The study aims to explore the correlation between employee motivation and job satisfaction within the context of the hotel industry. Additionally, it delves into the interplay between demographic factors and motivation/job satisfaction. Utilizing a survey technique, data was collected from 190 employees of a 5-star hotel chain in Turkey in 2013, and ethical approval was not required. Key findings reveal a statistically significant difference in intrinsic satisfaction based on gender. However, no age-related differences were observed in intrinsic, extrinsic, or overall satisfaction. In terms of education, individuals with middle school education exhibited the highest intrinsic satisfaction, while those with primary school education had the lowest. Notably, individuals with tourism-related education reported higher job satisfaction than their counterparts without such education. Furthermore, the study uncovered that married individuals displayed a higher economic motivation average than single individuals. A positive and significant relationship was identified between psychosocial motivation and intrinsic, extrinsic, and overall satisfaction.

Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students

Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students ( n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers ( n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item’s validity.

The Impact of Gamification on Student Engagement and Learning Outcomes in Mathematics Education

This study investigates the impact of gamification on student engagement, learning outcomes, and attitudes towards mathematics in middle school education. Utilizing a quasi-experimental design, 200 students were divided into an experimental group, which engaged with a gamified learning platform, and a control group, which followed a traditional curriculum. Pre-test and post-test measures of engagement, academic performance, and attitudes were collected using the Student Engagement Scale (SES), Mathematics Achievement Test (MAT), and Mathematics Attitude Inventory (MAI). The results indicated significant improvements in the experimental group's engagement levels, academic performance, and attitudes towards mathematics compared to the control group. These findings suggest that gamification can effectively enhance educational experiences and outcomes in mathematics by making learning more interactive and motivating. The study underscores the potential of gamification as a valuable pedagogical tool in mathematics education, though further research is recommended to explore its long-term effects and broader applicability.

A Phenomenological Research on Examining Middle School Teachers' Digital Competency Self-Efficacy Perceptions

A Phenomenological Research on Examining Middle School Teachers' Digital Competency Self-Efficacy Perceptions

Influence Leadership Head School to Performance High School Teacher in Minahasa Regency

This research was conducted to determine the influence of leadership School Principals on the Performance of Middle School Teachers in Minahasa Regency. There are 38 state junior high schools and private with a total of 581 teachers. These junior high schools are spread across 14 sub-districts. A study done including study quantitative causality with technique collection data use method libraries research ie assessment And analysis return to research previous Which related with influence Principal leadership on teacher performance. The research results show that the leadership Head School proved their connection positive And influential in a way significant to the Performance of the Teacher.

Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How?

The Math-LIGHT program is directed at promoting literacy-rich mathematical instruction in middle school. A team of designers with different types of expertise pose Math-Light problems. We perform comparative analysis of problem-posing activities by experts with different types of expertise. We demonstrate that Activity Theory (Leontiev, 1978) is a powerful theoretical framework for the analysis of the structure of problem posing activity. Framed by activity theory we ask “Why?” questions to understand the main goals of posing problems; “What?” questions are directed at the characteristics of the PP process and PP products; and “How?” questions are aimed at identifying the tools used by the designers to fit the conditions in which the problems are implemented. We find that the three designers’ problem-posing activities are complimentary and suggest that the cooperative problem posing process is essential for posing problems that integrate different perspectives and thus allow more goals to be attained.

Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis

Underpinned by Positive Psychology, this study sought to unravel the relationships among teacher emotions (i.e., enjoyment, anxiety, and anger), teaching quality (i.e., cognitive activation, student support, and classroom management), and a novel concept − language teacher immunity − among 77 middle school teachers and their students (n = 1,861) in English-as-a-foreign-language (EFL) contexts. Multilevel structural-equation modelling was implemented to account for the nested structure of the data and to examine the interplay of the target constructs. The results showed that EFL teacher immunity and teaching quality were significantly influenced by teacher emotions. Both constructs were positively related to teacher enjoyment and negatively to teacher anxiety and anger. Additionally, teacher immunity partially mediated the association between teacher emotions and teaching quality. These findings indicated that happy and robustly immunised EFL teachers are more liable to offer quality teaching and improve students' learning experiences, thus highlighting the necessity of boosting language teachers’ positive emotional experiences and psychological well-being. Implications for EFL teacher education and future research were discussed.

Effects of the proportion of students with special educational needs on middle school teachers’ well-being

This study explores the impact of the proportion of students with special educational needs (SEN) on Chinese middle school teachers’ job stress, satisfaction, and exhaustion, amid increasing emphasis on inclusive education. The research hypothesizes that a higher proportion of SEN students may lead to increased job stress, decreased job satisfaction, and heightened job exhaustion. This study utilized data from the China Education Panel Survey, and Structural equation modeling was used for data analysis. The study found a significant negative association between the proportion of SEN students and teacher job satisfaction (β = −0.09, p &amp;lt; 0.05). No direct relationship was found between the proportion of SEN students and job stress (β = 0.00, p &amp;gt; 0.05) and job exhaustion (β = −0.08, p &amp;gt; 0.05). However, there was an indirect positive impact of the proportion of SEN students on job exhaustion via job satisfaction (β = 0.05, p &amp;lt; 0.05). This research provides valuable insights into potential strategies for enhancing job satisfaction and reducing job exhaustion among teachers with a high proportion of SEN students.

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.

Middle School Teacher Self-Efficacy in the Implementation of the Learning Process in Indonesia

In the school environment, all teachers have a good level of teacher efficacy. However, in reality, many teachers still find low levels of efficacy. This has an impact on students' knowledge, understanding, and achievement in the school environment. This is urgent to be researched because there are similarities between theory, hope, and reality. So the research aims to analyze the factors that influence teachers' self-effectiveness in implementing Environmental Education in schools. The method in this research is quantitative research with regression. The subjects consisted of 300 teachers from private secondary schools and state secondary schools spread across Indonesia. Data collection techniques using instruments. Instruments developed from indicators and measured based on a Likert scale. Data analysis techniques using Statistics version 25.0 with descriptive (mean, standard deviation, frequency, and percentage) and inferential statistics using the Multiple Linear Regression method. The results and research findings show that the level of teacher self-efficacy in implementing Environmental Education in schools is moderate. It was found that the factors that influence teacher self-efficacy in the implementation of education are teacher awareness of the environment and teacher perceptions of the principal's learning leadership.

Teacher resilience development in rural Chinese schools: Patterns and cultural influences

Teacher resilience is a professional capacity and process that involves teachers utilising resources to overcome teaching-related challenges for professional growth. This qualitative study explored the resilience development of twenty teachers in a rural Chinese middle school. Reflexive thematic analysis of interviews, documents, and observation fieldnotes illustrated that teacher resilience development is a long-term, culturally shaped process across career phases. Challenges to resilience development included work-life balance, title promotion, and school management. China's collaborative culture, such as collective teacher learning and family-support networks, protected teachers' resilience. Three paths of teacher resilience development were identified, indicating different response patterns to the challenges.

Learning through teaching: the development of pedagogical content knowledge among novice mathematics teachers

ABSTRACT Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers’ own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of teaching in teachers’ PCK growth by concurrently considering other external professional learning opportunities teachers may have on the job. Using longitudinal data from 207 elementary and middle school teachers in the United States, we found that teachers increased their PCK through teaching on their own, albeit at different rates. Our findings were robust when other external learning opportunities teachers had were taken into account. Our findings underscored the importance of teachers’ robust knowledge of school mathematics in the development of their PCK through teaching.