Middle School Teachers Research Articles

PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF STEAM EDUCATION IMPLEMENTATION IN MIDDLE SCHOOL

This article examines the psychological and pedagogical foundations of STEAM education in middle school. It provides a rationale for STEAM technology and its alignment with the state educational standards of the Republic of Uzbekistan. The impact of integrated learning on the psychological development of schoolchildren is described. The article presents the results of a formative experiment developed based on STEAM technology and conducted with 6th-grade students as part of a dissertation study.

Black women teachers’ shapeshifting boundaryless careers

In this analytic narrative, we story the career of a Black millennial woman, Andrea Gamble, who, over 20 years, four states, and two coasts, cultivated a professional repertoire as a middle school teacher and K-8 assistant principal while maintaining a parallel career in postsecondary student affairs. Her shapeshifting portfolio included a B.S. in Middle Grades Education, an M.Ed. in Educational Administration, and a Ph.D. in Curriculum and Instruction in progress. All the while, she carefully nurtured a 20-year marriage with her college sweetheart. Theorizing Gamble’s itinerant career choices through a boundaryless-career framework, our findings suggest that longstanding metaphors for “servant leadership” fall short of capturing how Black millenial women organize, strategize, enact, and re-imagine different ways of being and existing in the contemporary K-12 marketplace.

The Symptom Structure and Causal Relationships of Comorbid Anxiety and Depression Among Chinese Primary and Middle School Teachers: A Network Analysis.

In China, as educational reforms progress, the characteristics of teachers' work have undergone significant changes, resulting in extremely high levels of stress that can trigger anxiety and depression. Anxiety and depression often co-occur, with two mainstream theories explaining this co-existence: the tripartite model and the diathesis-stress model. However, systematic research focusing on this population is relatively scarce, and the applicability of these models has not been thoroughly tested. This study aims to use network analysis methods to examine the interactions between symptoms and analyze the co-existence of anxiety and depression, thereby expanding the research on teachers. Data were provided by the Science Database of People Mental Health, which includes 1670 teachers with a mean age of 30.01. The Self-Rating Anxiety Scale and Self-Rating Depression Scale were used to estimate the network structures of anxiety and depression, respectively. Shared symptoms between depression and anxiety were identified using network analysis and clique percolation methods. Bayesian Networks was used to estimate causal relationships between symptoms. Data were analyzed using R packages. Network structure was constructed with the qgraph package, node centrality and bridge symptoms were evaluated using the networktools package, and network stability was measured via the bootnet package. The Clique Percolation method was implemented with the CliqurPercolation package, and Bayesian network modeling was performed via the Bnlearn package. Dizziness and Easy Fatigability & Weakness were central symptoms in the network. Bridging strength results showed that, the important bridging symptoms included Tachycardia, Depressed Affect, Fatigue, Crying Spell, Easy Fatigability & Weakness, Nightmares, Face Flushing, and Sweating were the strong bridging symptoms. Additionally, Sleep Disturbance played a key mediating role. Depressed Affect and Dissatisfaction were activation symptoms for anxiety-depression co-existence. Using network analysis, this study elucidated core, bridging, and shared symptoms, as well as potential causal pathways between anxiety and depression. Specifically, somatic symptoms are crucial in maintaining and developing the anxiety-depression network among teachers. Sleep disturbance serves as the sole gateway for mild symptoms to develop into other communities. The Bayesian network identified two key activating symptoms within the teacher anxiety-depression network, validating the applicability of the tripartite model among teachers.

제4차 산업혁명 시대의 중학교 가정 교과의 3D 프린팅 활용 의생활 메이커 교육 교수⋅학습과정안 개발

The purpose of this study was to develop a teaching and learning plan for clothing maker education in middle schools using 3D printers, one of the key tools of the Fourth Industrial Revolution. This plan aims to revitalize clothing maker education by incorporating maker education programs. The research was conducted in four stages: Analysis, Design, Development, and Evaluation. First, in the analysis stage, the content related to clothing education in the 2015 revised secondary school home economics curriculum was analyzed to derive the elements of clothing maker education and home economics. Additionally, an analysis of equipment suitable for maker education was conducted, leading to the selection of 3D printers and heat transfer printers as maker equipment. Second, in the design stage, the composition of the teaching and learning program based on the TPMS (Tinkering, Practical reasoning, Making together, & Sharing and spreading) model and the selection of media were established. Third, in the development stage, a comprehensive plan was implemented to develop a maker education teaching and learning process that emphasized practical problem-solving. Learning activity sheets, PPT materials, group and self-evaluation forms, and program evaluation tools were also developed. Finally, in the evaluation stage, safety rules were added following expert validation of the teaching and learning plans. Class goals were clarified considering the functions of home economics. The evaluation tools were also revised and supplemented to facilitate student-centered assessment.

Developing a GeoGebra-Based Teaching Module on Quadrilateral Area and Perimeter to Enhance Seventh-Grade Students' Critical Thinking Skills

Objective: Seventh-grade students often need help to grasp the concepts of area and perimeter, particularly when applied to real-world problems requiring critical thinking. This difficulty highlights a need for engaging and effective teaching resources beyond traditional methods. Method: This study employed a Research and Development (R&D) approach using the ADDIE model to design, develop, and evaluate a GeoGebra-based teaching module explicitly targeting the area and perimeter of quadrilaterals. The module, designed to foster critical thinking, underwent rigorous validation by media and material experts before being tested for practicality and effectiveness with seventh-grade students. Result: The GeoGebra-based teaching module was valid and practical, receiving high scores from expert evaluations and user feedback. More importantly, the module's implementation positively impacted students' critical thinking skills related to area and perimeter, as evidenced by significant improvement between their pre-intervention and post-intervention assessments. Novelty: This study provides valuable evidence for the efficacy of GeoGebra-based teaching modules in significantly improving critical thinking skills within a specific mathematical context. It addresses a critical gap in existing educational resources by offering a validated, practical, and effective tool that can be adapted to elevate mathematical understanding and cognitive skills in middle school education

A Narrative Study on the Experience of Middle School Teachers in Operating an ‘Integrated Art Therapy-Based Relationship Improvement Program’

A Narrative Study on the Experience of Middle School Teachers in Operating an ‘Integrated Art Therapy-Based Relationship Improvement Program’

Application Study of 5E Teaching Mode in Junior High School English Reading Teaching

The applied research of 5E teaching mode in English reading teaching in junior middle school is an important topic aimed at improving students reading ability and thinking quality. This teaching mode, derived from the constructivist teaching concept developed by American Biology Curriculum Research (BSCS), mainly includes five links: attraction (Engage), inquiry (Explore), interpretation (Explain), migration (Elaborate) and evaluation (Evaluate), which provides a platform for students to actively participate, deep thinking and cooperative learning.

The Application Inquiry of Immersive Teaching Based on Embodied Cognition Theory in Art Teaching in Junior Middle School

based on the embodied cognitive theory of immersive teaching is a kind of relying on intelligent technology, with embodied cognition as the theoretical basis of teaching method, applied to the junior middle school art classroom teaching, to enhance students' experience, deepen students to the content of comprehension, trigger its positive emotional resonance, promote students comprehensive development of body and mind.Its essential features include the interactivity of learning environment, the equal and harmonious interaction of teacher-student relationship, the dynamics of teaching time and space, and the process and accuracy of learning evaluation. Therefore, this article designs the immersive teaching scheme from the three stages of immersive teaching before, during class and after class, and explores the application strategy of immersive art teaching in junior middle school, hoping to provide reference for improving the effectiveness of art teaching.

Exploring the Correlation Between Occupational Well-Being and Burnout: An Analysis of Bhutanese Teachers` Data

Aims: This study examined the relationship between teachers` occupational well-being and burnout as well as challenges faced by teachers, key drivers of their job satisfaction, factors contributing to their burnout, and suggestion for improving their well-being at school. The well-being of teachers was assessed focusing on affective, behavioral, and health components. Methodology: A cross-sectional survey study design was used to collect data from the teachers. The target population consists of all primary, middle, and secondary school teachers across the country. To ensure a representative sample, 402 Bhutanese teachers (primary, middle, and secondary school) across the country were selected by employing stratified random sampling method. Different teachers from different grades, schools, and years of experience were selected proportionately. A self-created structured questionnaire was applied to 402 Bhutanese teachers across the country, selected through stratified random sampling method. The instrument demonstrated strong internal consistency reliability, with Cronbach`s alpha coefficient 0.85, 0.78, 0.70, and 0.77 for affective, behavioral, and health well-being, as well as burnout constructs, respectively. Data were analyzed using descriptive statistics and inferential statistics (correlation analysis and two sample independent t-test) in RStudio. Results: Among the dimensions of occupational well-being, affective components like anxiety, depression, and emotional exhaustion require significant attention, with emotional exhaustion being notably high. Regarding potential stressors, high workload, paperwork, students` behavioral and disciplinary issues, and insufficient resources are the most pressing issues for most of the teachers. The most satisfying aspects of the job for teachers are having supportive colleagues, experiencing positive interactions with students, and receiving competitive salary and benefits. Conclusion: For policy makers and school administrators, the findings of this study underscore the importance of implementing strategies to mitigate emotional exhaustion, such as providing mental health resources, fostering a supportive work environment, offering professional development opportunities focused on stress management, and improving students` behavioral and disciplinary issues. Addressing the foregoing issues can lead to a decrease in burnout rates, ultimately improving teacher retention and the overall quality of education.

Popular media’s role in fostering sex education in middle schools: A comparative analysis of Netflix series Sex Education and Bollywood film Oh My God 2

India as a country has always been seen as a repository of culture and heritage. The historical ruins, temples, scriptures of this ancient land foster liberty regarding sexuality and its significance in the advancement of civilization. However, sex education is still a taboo and an alien topic in the Indian education system. On the other hand, in the USA, one of the most advanced countries, sex education is a mandate, but sadly, there are middle schools in many states in the USA, which do not ponder over the subject at all.The reason behind this is the fact that there is no unified National Policy regarding Sex-Education in the USA, it is vested with the states individually. The USA government had been promoting ‘Abstinence-only-until-marriage’ (AOUM) education till Obama came. Even after implementing an evidence-based sex education system, the overall status of comprehensive sex education is unsatisfactory in the USA. This research aims at dealing with the issues associated with implementing and practising sex-education in the middle school and how the popular media deals with it and influences it. The paper takes into account the famous Netflix series Sex Education which is hugely applauded for its candid and inclusive approach towards sex and sexuality of teenagers and the recent bollywood film OMG2 which serves as a critique of the Indian education system which fails to provide proper knowledge on the subject and jeopardises the adolescent life.

Integrating the plate tectonic and rock genesis systems for secondary school students

This paper describes how plate tectonics and rock genesis, two topics that are typically addressed separately in secondary Earth science classes, can be taught together as an integrated system. We define the TecRocks Reasoning Framework, developed to support student reasoning about rock formation situated in the context of plate tectonics. We also explain how we leveraged the framework in the designs of a new curriculum, interactive computer simulation, and assessment instrument. We show how the instrument was used to evaluate the curriculum, which included the computer simulation. We analyzed pretest and post-test data of 319 students taught by 10 teachers in diverse middle and high schools in the United States. Our analysis allowed us to discern different levels of reasoning in student explanations. On average, students made a significant pretest to post-test gain (p < .001) with a large effect size (Cohen’s d = 1.03) after using the curriculum. All student groups made significant gains regardless of their gender, English language status, race, or school level. However, the amount of gain significantly differed by school level, p < .001. The middle school students as a group made a larger pretest to post-test gain (d = 1.42) than the high school students (d = 0.66).

Analysis of Needs Against the Development of a Humanistic Teaching-Based Competency Model among Middle School Teachers

Analysis of Needs Against the Development of a Humanistic Teaching-Based Competency Model among Middle School Teachers

Study on the Application of Task-Based Language Teaching in Middle School English Reading

Against the backdrop of a new round of curriculum reform of basic education, the English teachers in middle school should pay attention to studying the student-centered teaching method in order to help students to acquire English knowledge in a deeper way, to develop students’ core competences and to lay a solid foundation for students’ future English learning. This thesis introduces the Task-based Language Teaching method and represents its practical use in English reading class. In doing so, it aims to find out the teaching methods suitable for students in middle school class so as to steadily improve the teaching quality.

포커스 그룹 인터뷰를 통한 교사용 교사-학생 관계 척도 개발의 방향성 탐색

Objectives This study seeks to explore the direction of developing a teacher-student relationship scale as perceived by teachers. Methods For this purpose, focus group interviews were conducted with six elementary and middle school teachers who are field education experts. FGI was conducted in four stages: planning, recruitment, progress, analysis, and reporting. In the planning stage, an interview questionnaire, which was a research tool, was constructed. At the research participant recruitment stage, six people were selected as research subjects according to the selection criteria. Interviews were conducted at the proceeding stage. In the analysis and reporting stage, the collected data were analyzed. Results The results derived through FGI are as follows. First, the teacher-student relationship is one of positive interaction based on trust. And it was said that among the many relationships a teacher has, the relationship with students is the most important. Second, components such as listening, intimacy, immediate feedback, accessibility, respect and acceptance, and trust were extracted. In addition, the teacher's professional and human areas were divided into evaluation items. Third, matters to be considered when developing a teacher-student relationship scale were presented in terms of content and method. It was also reported that it can be used as basic data for teachers' self-understanding and self-inspection. Conclusions The significance of this study is to explore the direction of developing a teacher-student relationship scale as perceived by teachers in the future based on an in-depth analysis of FGI.

키워드 네트워크 분석을 활용한 인공지능 융합 영재교육 연구 동향 분석

Objectives The purpose of this study is to analyze trends in artificial intelligence convergence gifted education in elementary and middle schools that have been studied with a focus on artificial intelligence, and to derive important issues, topics, trends, and trends in related research. Methods Research trends were analyzed for 75 literatures related to artificial intelligence and artificial intelligence convergence gifted education research and education programs. Analysis data was collected through Academic Research Information Service (RISS). The collected data was refined using Excel and text, and major keywords were identified, analyzed, and visualized through frequency analysis and keyword network analysis. CONCOR cluster analysis was used to determine the centrality of keywords. Results First, since 2017, research on artificial intelligence convergence gifted education has been steadily expanding in terms of content and methods. Second, the results of frequency analysis of the main keywords in research related to artificial intelligence convergence gifted education showed ‘artificial intelligence’, ‘artificial intelligence education’, ‘gifted education’, ‘computational thinking ability’, and ‘machine learning’.Third, as a result of TF-IDF weight analysis, ‘artificial intelligence’, ‘artificial intelligence education’, ‘gifted education’, ‘computational thinking ability’, ‘science gifted’, ‘artificial intelligence education program’, and ‘information gifted’ were found. In general, it was similar to the results of the frequency analysis of major keywords, but it was confirmed that there was a difference in the rankings. Keywords with relatively high weight compared to their frequency of occurrence are ‘science gifted’, ‘creativity’, and ‘artificial intelligence education program’.Fourth, through semantic network and CONCOR analysis, it can be confirmed that artificial intelligence convergence gifted education research is being conducted focusing on ‘educational content’, ‘educational effect’, ‘teaching method’, and ‘educational target’. Conclusions This study derived the main topics and flows of research based on the results of keyword network analysis of domestic artificial intelligence convergence gifted education-related research.

고교 성취 기준 연계 STEAM 융합 프로그램 개발 및 적용: 체육과 안전 영역 심폐소생술 활용

Objectives The purpose of this study is to develop a STEAM program linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised curriculum and apply it to the school field to verify the effectiveness of the program through satisfaction analysis of students and teachers. Methods For the development of the STEAM program linked to subject achievement standards, a total of nine university professors from G Metropolitan City and five middle and high school teachers participated in the program development, and it took about eight months to apply and verify the effectiveness of the program, with three on-site high school teachers participating. As for the learning framework for program development, a total of four instructional plans were developed and applied using the three-step learning framework of “situation presentation-creative design-emotional experience” and then teacher and student satisfaction verification were conducted. Results As a result of this study, first, a STEAM 4th class program was developed that was linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised high school curriculum. Second, as a result of the field satisfaction survey after application of the program, it was confirmed that students averaged 3.82 in terms of class satisfaction, class fun, and active participation factors. In the teacher satisfaction survey, significant results were confirmed in the necessity and effectiveness factors of STEAM education, and high satisfaction of 4.0 or more on average was confirmed in both program composition and educational effectiveness factors. Conclusions The development and application of the convergence talent education (TEAM) program using CPR were confirmed, and it was an opportunity to shed new light on the role and function of the ‘physical education subject’ in the development of STEAM convergence classes. In the future, research on the development of STEAM convergence programs in connection with physical education subjects should be actively conducted.

How does career calling influence teacher innovation? The chain mediation roles of organizational identification and work engagement

AbstractTeacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed.

The Effect of Perceived Principal’s Instructional Leadership on the Occupational Well-being among Rural Elementary and Middle School Teachers

The Effect of Perceived Principal’s Instructional Leadership on the Occupational Well-being among Rural Elementary and Middle School Teachers

Prevalence of burnout syndrome and its associated risk factors among middle and high school teachers in the United Arab Emirates during the COVID-19 pandemic

Prevalence of burnout syndrome and its associated risk factors among middle and high school teachers in the United Arab Emirates during the COVID-19 pandemic

The Impact of Teaching Duration on Teachers' Willingness to Continue in the Profession: Based on a Study of Frontline Secondary School Teachers

In this study, the method of mean comparison / variance analysis was used to study the influence of the teaching duration of middle school teachers on whether teachers are engaged in the industry. In recent years, as education has attracted more and more attention, all sectors of society have put forward higher requirements for the overall quality of teachers. With the development of knowledge economy, more and more demand for talent, the teacher burden is more and more heavy, the number of students also more and more, the teachers in their spare time to students correcting homework time is more and more, the appointment and title evaluation, preparing the increase of time, have brought more pressure to the teachers. In this high-pressure environment, the physical and mental development of teachers has a great adverse impact. Pressure gives people motivation to a certain extent, but too much pressure will make teachers' physical and mental development appear huge problems.