Middle School Practices Research Articles

Middle school mathematics curriculum design and practice path based on core literacy

The research background of core literacy in junior middle school mathematics teaching is based on the needs of current education reform and the pursuit of improving students' comprehensive quality. The practice path of junior middle school mathematics curriculum based on core literacy should focus on improving students' core literacy in mathematics, including mathematical thinking, logical reasoning, mathematical modeling, intuitive imagination and so on. Teachers need to adopt a series of effective teaching strategies and methods, such as emphasizing the clear design of teaching objectives, the innovation of teaching methods, and the effective design of classroom exercises to achieve the goal. At the same time, teachers should fully grasp the connotation of mathematics core literacy, optimize and reform teaching strategies according to the development needs of students, and put the cultivation of mathematics core literacy into practice, so as to promote the comprehensive development of students.

중학교 혼성학급 체육수업 실천에 관한 교사 경험에 대한 셀프 내러티브 탐구

Objectives The purpose of this study was to explore teachers’ experiences on coeducational physical education class practice in middle school.
 Methods Focusing on the researcher's own story as a research participant was conducted for 10 months from March 2021 to December 2021 using the self-narrative inquiry.
 Results The researcher talked about the experiences of classes from the first experience of physical education class in a mixed gender class to volleyball and cheerleading as a method of learning by each other, for each other, and together. Through this, three educational meanings were derived. First, the mixed-gender class physical education class served as an opportunity to cultivate the values of respect and consideration for students. Second, through the mixed-gender class physical education class, it was found that the teacher's change in perception for the mixed-gender class physical education class was an important factor. Third, through the mixed-gender class physical education class, it became an experience to reexamine the value of the mixed-gender class physical education class.
 Conclusions It is hoped that the results of this study will help improve practical knowledge and class expertise for physical education teachers who are thinking about and practicing efficient coeducational physical education classes.

Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

The aim of this study is to examine how middle and high school curricula and practices support students to acquire information, media and technology skills. In the qualitative dimension of the study which was designed according to the mixed method, document analysis, observation and interview were used. The 23-itemed Information, Media and Technology Skills Competency Scale was used for the quantitative dimension of the study. Content analysis was performed for analysing the curricula, data obtained through observations and interviews. In the analysis of the data obtained from the scale, frequency, percentage, arithmetic mean and standard deviation values were used in the central and prevalence measurements. The results of the curricula analysis show that problem solving and information and data literacy skills were outnumbered in all analysed curricula. The activities carried out in the classroom during the observation and interview process were mostly related to information and media literacy and problem solving. According to the results of the scale; middle and high school students considered themselves to be relatively moderate in their information, media and technology skills. While the highest score of the students was of information and data literacy; programming skills were the weakest dimension.

A - 02 The Epidemiology of Concussion in Middle School Football

Abstract Objective Middle school is often the first exposure to American football for many children. However, research examining concussion in football has primarily focused on high school and older athletes. Therefore, we investigated the incidence of concussion and subsequent sport time loss (TL) in MS football. Methods Athlete exposure (AE) and injury rates (IR) were gathered by onsite Certified Athletic Trainers within public middle school for all events across the 2015/16–2019/20 school years. AE was defined as one athlete participating in one practice or game. TL was defined as the number of days between the injury and return to sport dates. Concussion rates per 1000AE with corresponding confidence intervals (CI) were calculated. Injury rate ratios (IRR) with 95% CIs were compared IR between practices and games. CIs excluding 1.0 were considered significant. Results 75 concussions (IR = 1.38/1000AE, 95% CI = 1.06–1.69) occurred across 54,544 AEs. The concussion rate was significantly higher in games (n = 31, IR = 3.51, 95%CI = 2.27–4.75) than practices (n = 44, IR = 0.96, 95%CI = 0.68–1.25; IRR = 3.65, 95%CI = 2.30–5.77). The mean sport TL was 16.50 ± 8.25 days. Conclusions We observed middle school football concussion rates (practices and games) and associated TL from sport to be consistent with prior youth and high school football research. However, the concussion rate for middle school games was more than 3 times that of practices. This is similar to prior middle school football findings, but less than reported in high school football. Continued research evaluating modifiable risk factors for concussion in middle school football games and practices is needed.

Illinois Horizon Schools: Initial Research Findings from the Illinois Schools to Watch Program

Currently, there is a paucity of research concerning the National Forum to Accelerate Middle Grades Reform’s Schools to Watch national school improvement program. Of the handful of existing studies, very few have examined or addressed student learning or achievement. In this this study we systematically collected and analyzed data from the 34 Illinois Horizon Schools to Watch (IHSTW) schools participating in the National Forum’s Schools to Watch (STW) program. Using multiple sources of data, we examined the demographic characteristics and teacher-reported levels of best middle grades school practices in the IHSTW middle level schools that have participated in the STW program since 2003. In addition, we conducted an analysis of state-level, standardized student achievement test scores for participating IHSTW schools. We found that IHSTW schools that have participated in the program for longer periods of time demonstrated higher levels of middle school practices and standardized student achievement outcomes.

Montessori Middle School and the Transition to High School

This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.

Exploration of Mathematics Classroom Teaching Practice in Middle School under the Concept of Core Mathematics Literacy

With the rapid development of the social economy, people pay more and more attention to receiving education. The traditional duck-filling teaching model is contrary to the quality education concept of the new curriculum reform and does not conform to the trend of the times. With the deepening of the new curriculum reform, people-oriented teaching ideas have gradually become prominent, teachers in various subjects are trying their best to explore new teaching methods and find differentiated teaching methods. Mathematics is an important setting for middle school courses, and it takes a large proportion in the entrance examination. The core literacy of mathematics is formed in mathematics knowledge skills, but it is higher than mathematics knowledge skills. Based on the background of contemporary education, this article analyzes the value of core literacy and the guiding role of strengthening the core literacy of mathematics in an attempt to add benefits to the effective development of mathematics teaching in middle schools.

Internet-based Carrying-out Strategy of Personalized Supplementary Education: A Case Study of School-based Practice in Middle School A in Jiangsu, China

As an integral part of classroom teaching, after-school tutoring has always been valued by teachers and parents. Although outside school tutoring classes have largely filled the vacancy of after-school learning, their effectiveness cannot be guaranteed and the cost is high. Therefore, after-school supplementary learning based on the Internet has become a new choice for parents and teachers. How to use the network system to achieve the integration of inside and outside the school, inside and outside the classroom, how to use the network to assist students to meet the needs of students’ differentiated and personalized learning is the key content that needs to be resolved in the construction of “Internet+” personalized after-school assistance. This article will take the school-based practice of a middle school in Jiangsu Province, China as an example, and explore the implementation strategy of personalized supplementary learning with the Internet as a carrier.

Internet-based Carrying-out Strategy of Personalized Supplementary Education: A Case Study of School-based Practice in Middle School A in Jiangsu, China

As an integral part of classroom teaching, after-school tutoring has always been valued by teachers and parents. Although outside school tutoring classes have largely filled the vacancy of after-school learning, their effectiveness cannot be guaranteed and the cost is high. Therefore, after-school supplementary learning based on the Internet has become a new choice for parents and teachers. How to use the network system to achieve the integration of inside and outside the school, inside and outside the classroom, how to use the network to assist students to meet the needs of students’ differentiated and personalized learning is the key content that needs to be resolved in the construction of “Internet+” personalized after-school assistance. This article will take the school-based practice of a middle school in Jiangsu Province, China as an example, and explore the implementation strategy of personalized supplementary learning with the Internet as a carrier.

An Examination of Middle School Organizational Structures in the United States and Australia

The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.

Performance and Motivation in a Middle School Flipped Learning Course

Flipped learning is a teaching approach that promotes collaboration by using technology to ‘flip’ traditional instruction. Content is delivered outside of class in the individual space (online) and the group space (classroom) is used to engage in collaborative activities. Flipped learning shifts the teacher’s role toward facilitation. Research on flipped learning is limited, in that studies are mostly conducted in postsecondary classrooms. My study investigated a middle school classroom – focusing on a 6th grade social studies course at a K-12 private school in Hawai’i. My purpose was to identify the relationship between student motivation and performance in a flipped learning course. Following an eight-week unit of study, performance data was collected and a Likert-type survey was administered. Significant differences in survey responses between performance levels revealed that the technology-based content in flipped learning may lead to increased motivation and improved performance. Also, my findings suggest flipped learning benefits average achieving students through differentiated instruction. My study was designed to influence middle school practice but can apply to other educational levels. Practical implications include designing learning spaces to maximize student engagement and incorporating learner-appropriate strategies with flipped learning. Future research should focus on learning space design in different K-12 environments.

Consumable Analytics

Basketball entails running up and down the court. I remember practice in middle school where we'd run up and touch the baseline and then back to touch the other baseline. We'd run up and back again and again. We could have easily tracked, as possibly my coach did, how far we'd run. We'd also practice changing direction on the coach's whistle. Some players could alter direction quickly, while others seemed more concerned about staying on their feet than the rate of their acceleration. Some players could run and run. Others could dart from spot to spot. Game strategies were often designed to monopolize on such skills. How well did we actualize those strategies? Remember, it was middle school basketball, so we also had many other fundamental objectives—like consistently scoring on open shots.

An Historical Overview of the Middle School Movement, 1963–2015

Over 50 years of articles related to the middle school movement in the United States were examined and analyzed in order to uncover the movement’s primary themes associated with practice, research, and policy. Using a qualitative content approach, researchers created themes to represent the movement decade by decade. The years 1963–1979 were identified as the beginning of the Middle School Movement and its search for an identity. The next decade, 1980–1989, was a time of advancement and progress, and the movement became identified with practices, such as team teaching, interdisciplinary curriculum, and advisory. The years 1990–1999 saw pressure on the movement advancing from national policies, but the movement persisted with a sense of hope. To combat challenges to the middle school movement’s core beliefs and practices, an era of research on middle school practices emerged, and this research focus characterized 2000–2009. The current decade continued the research focus with an international perspective and efforts to identify and describe a “signature” middle school pedagogy. From this historical perspective, it was determined that core middle school practices must continue to grow and thrive in order to meet the social and academic needs of future generations of young adolescents.

수학과 서술형 평가에 대한 초·중학교 교사 간의 인식, 실행 및 기대효과에 대한 비교 연구

This study examines whether there is discrepancy between elementary and middle school mathematics teachers' beliefs and practices in constructed-response assessment and how their beliefs and practices are interrelated. Analyzing the responses of 212 elementary teachers and 189 middle school mathematics teachers to the questionnaire, we found that there is lack of consistency among elementary and middle school teachers' beliefs, practices, and expected benefits regarding constructed-response assessment. In addition, there was a weak correlation between each group of teachers' beliefs and expected benefits about constructed-response assessment. The results from this study imply that such inconsistency in elementary and middle school teachers' beliefs and practices regarding assessments may determine the effects of constructed-response assessment.

The Elaboration of Cultivating Learners’ English Communicative Competence in China

The communicative competence is the ultimate goal of the Communicative Language Teaching (CLT), which is thought to be the eclectic approach in the place of other approaches and methods and which begins to gain momentum in the recent years. Hence, the comprehensive understanding of the communicative competence is prerequisite to the cultivation of the students’ communicative competence. This study did some investigation with a view to elaborating the cultivation of learners’ English communicative competence in China. It did an investigation into 9 senior middle schools in Anhui, China. 9 schools in three areas were visited. About 400 students were asked to do a questionnaire on the self-assessment of their English communicative competence. 27 English teachers and 9 headmasters/mistresses were interviewed about their teaching practice in senior middle school. Based upon the data collected from the investigation, the paper puts forward some problems as well as some suggestions in the implementation of the cultivation of students’ communicative competence.

Influences of High-Stakes Testing on Middle School Mission and Practice

This study explored the effects of high-stakes testing and accountability on the fundamental practices associated with middle school philosophy. Participants were middle school educators, including administrators and teachers, from Pennsylvania middle schools. An online survey was used to collect data for this study. The survey addressed the following middle school practices: grouping for instruction, developmentally appropriate instructional practices, interdisciplinary and integrated curriculum, interdisciplinary teaming and planning, and advisory programs. Participants were also encouraged to add comments throughout the survey. Findings revealed that since the implementation of No Child Left Behind (NCLB) and the associated high-stakes tests, developmentally appropriate practices in middle schools have been altered to provide additional time for test preparation. In many cases, tested subject areas (specifically reading, writing, and mathematics) were given more instructional time during the school day. Furthermore, special area subjects (i.e., electives) were often sacrificed and, in some cases, advisory time was used for remediation. Implications for practice focus on the need to maintain a balance between test preparation and practices deemed appropriate for middle school students.

Pair Programming in Middle School

Few early intervention efforts have improved the representation of women in computer science and engineering (CSE) disciplines, but pair programming has shown promise for reducing gender differences among college students. The current study is the first to examine this promising practice in middle school. In an effort to better understand what pair programming looks like, we describe an observational study of middle school girls. We coded audiotape transcripts to show the kinds of interactions that appear to promote or undermine effective problem solving. The findings are interpreted in terms of how to promote the kinds of interactions that make it more likely that middle school students will persist in the kind of problem solving that will prepare them for further CSE coursework.

Working to Improve 9th-Grader Success

Eighth graders tend to get cocky about being older and worldlier than their younger middle school peers. So it can be a wakeup call when they start high school and they're at the bottom of the pecking order again. Sometimes, though, they still want to keep growing up too fast and can put their academic success at risk. The influence of a broader number of peers (both positive and negative), the potential of developing bad habits such as skipping class, and entry into a larger, sometimes seemingly less caring environment can all impact how students react. The 9th-grade year is critical to students' success in high As freshman-level teachers know, many times students enter high school far below where they need to be to be successful. Luckily, more state leaders are recognizing that these students need extra support. Early ID and Support The Tennessee State Board of Education adopted rules in 2008 that encourage schools to use students' 8th-grade EXPLORE scores and other assessments to identify students unprepared for 9th grade--and to step in with assistance. Schools are encouraged to experiment with ways to accomplish this, such as: * High school readiness programs during the summer before 9th grade; * Extended time to master challenging courses, with elective credit given for the additional units; * Tutoring by teachers, peers, or community volunteers during school, before and after school, and on weekends; * An accelerated program to bring 9th graders up to grade level; and * Computer-assisted programs. The new policy asks schools to seek ways to personalize the high school experience, including the extension of middle school concepts and practices to the high Teachers working in teams, for example, will have the opportunity to get to know students better and meet their needs more appropriately. When the student is in 8th grade, the student, parent/guardian(s), and faculty advisor or guidance counselor will jointly prepare an initial four-year plan of high school study. The new policy asks high school and middle grades faculty to collaborate in planning curriculum and the transition between middle grades and high Elements of Washington state's Project Graduation include: * A Gear Up program--to identify 7th- and 8th-grade students needing help; * Four- to six-week summer programs for identified incoming high school students; * Extra help--double doses of math and reading/literacy; * Monitoring through meaningful advisory programs (e.g., an advocate for every family); * A goal of an annual increase in the number of students taking Algebra I in 8th grade; * Lower teacher/student ratio in 9th grade--and the best teachers in 9th grade; * Common planning time for 9th-grade teachers; * Transition classes for English and mathematics using a block schedule; and * Career and technical education courses in 9th grade using a block schedule. In Hawaii, the 2006-2010 P-20 strategic plan includes a recommendation to ensure that 9th-grade students receive the instructional and support services necessary for successful completion of high school. Suggested means of doing so include using smaller learning communities, increasing access to tutoring and academic summer camps, and creating a web site to provide one-stop access to information about postsecondary institutions. Louisiana's Commission on High School Redesign has suggested that the state should focus first on getting things right in the 9th grade--by putting into place strategies and structures that will create more personalization as well as provide more and better instruction for students who are behind. The Louisiana legislature subsequently approved a 2008 measure requiring the state board to develop methods of targeted intervention or to identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. …

Havens of Hope or the Killing Fields

This study focused on the actions and relationships among educators, which promoted an environment of failure or success for African American students. The researchers examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestern urban middle school. Specifically, the study employed ethnographic strategies to develop a comprehensive case study. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability.

Key Characteristics of Middle School Performance

This research project examined student performance in middle schools with a grade configuration of six through eight. Schools were categorized into two groups: high-performing middle schools—middle schools making adequate yearly progress for two consecutive school years, and low-performing middle schools— middle schools not making adequate yearly progress for two consecutive school years. Participants included 283 middle school teachers, 171 from high-performing middle schools, and 112 from low-performing middle schools.Questionnaires were used to gather information about middle school practices, school climate, and school health. Data suggested that low-performing middle schools scored higher on organizational structures, supportive, directive, and committed behavior, collegial leadership, principal influence, and resource support. High-performing schools scored higher on collegial behavior. No significant differences were found in institutional integrity, teacher affiliation, academic emphasis, instructional practices, and restrictive and disengaged behavior.This study helped to determine if low-performing middle schools and high-performing middle schools differed in school climate and health, organizational structures, and instructional practices.