Public Middle Schools Research Articles

Stability and change in moral disengagement and bullying participation across three years of Japanese middle school

ABSTRACT The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = .45, 136 boys and 135 girls) recruited from two public middle schools (9 classes). Five data collection occasions in Grades 7 to 9 alternated between surveys of self-reported bullying behavior (three timepoints) and moral disengagement (two timepoints). Structural equation modeling showed that moral disengagement was reciprocally related to bullying and passive bystanding. Victimization was only related to moral disengagement in Grade 9, such that moral disengagement in June predicted increased victimization experiences in December. These findings suggest that intervention and prevention programs in schools need to actively address moral disengagement, with a focus on bystanders as well as perpetrators and victims of bullying.

IMPROVING SCHOOL TRAFFIC FLOW: A HUMAN PERFORMANCE IMPROVEMENT CASE STUDY

Managing the flow of people (queue management) is a crucial task for many organizations. This case study examines the traffic flow during pick up and drop off times at a public middle school in the rural southeastern U.S. using a Human Performance Improvement (HPI) framework to address the problem of traffic backups when dropping off and picking up students. Environmental analysis revealed that carpool procedures were not well known and staff were underutilized. Recommendations included job aids and signage to inform parents of traffic procedures, efficient scheduling and use of school space, and utilization of the staff to assist with the carpool lane.

Student‐teacher developmental relationships: A mechanism through which culturally responsive school environments promote positive outcomes for students of color

AbstractCulturally responsive student–teacher relationships are critical to the academic success and social‐emotional learning (SEL) outcomes of students of color and/or students from low‐income backgrounds. Yet, little is known about how students’ perceptions of their schools’ culturally responsive environment are related to the quality of student–teacher relationships. To address this gap, the current study examined how students’ perceptions of their school's culturally responsive environment contributes to positive student–teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; Mage = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students’ perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student–teacher developmental relationships. Findings have important implications for school administrators’ and school psychologists’ efforts to create more culturally responsive education environments.

Representation in Brazilian classrooms: racial matching between students and teachers and school performance

ABSTRACT This study aims to analyze the impact of racial matching between teacher and student on the academic performance of middle school students in Brazil. The data comes from an educational evaluation survey carried out by the Joaquim Nabuco Foundation – Ministry of Education of Brazil (FUNDAJ 2020), which followed the same cohort of students in the sixth and seventh years of public middle schools, between the years of 2017 and 2018. To address to the potential source of endogeneity, we use FUNDAJ panel data to estimate student fixed effects models, which makes it possible to compare students who have one race-matched and one non-race-matched teacher within the same subject in the two years of data. The results show that, when placed in a situation of racial equality with their Portuguese and Mathematics teachers, Black students will present better grades in both subjects, by about 30% of their average grade. The results also show evidence of heterogeneity, with stronger effects in female students.

Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey

Purpose: There is little consensus in the literature regarding a) what it means for a school leader to lead with data, and b) how to measure data-informed leadership in a reliable and valid way. This study examines the psychometric properties of an operational measure intended to assess the extent to which a school leader is a ‘data-informed school leader. The measurement invariance, reliabilities and construct and predictive validities of the Data-Informed School Leadership Survey (DISL Survey) are assessed using various psychometric statistical techniques. Methods: Using data collected from 155 teachers from 7 public schools in a southern state, the following psychometric statistics used to address our purpose: the Many-Facet Rasch (MFR) Model, Bayesian second-order Confirmatory Factor Analysis (CFA), Bayesian Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (Bayesian SEM-MIMIC), and reliability analysis. Findings: Results show an adequate fit from all MFR, Bayesian CFA, and MIMIC models and a high reliability (Cronbach α = .98). The DISL Survey instrument exhibits sound psychometric properties. Results likewise confirm the value of using MFR modeling and Bayesian methods to examine the psychometric properties of DISL Survey as a means of improving educational leadership measures. Implications for Research and Practice: Data from this study confirm the validity and reliability of the Data-Informed School Leadership Survey (DISL Survey) as an instrument to assess the strengths and weaknesses of Data-Informed School Leadership (DISL) and as a means for providing feedback for improving such leadership. Heretofore a measure for assessing this leadership was non-existent.

Learning Scale in Virtual Reality: Experiences and Perception of Immersive Technology at a Public Middle School

Students have misconceptions of size and scale cognition as they confuse molecules and cells. The team deployed a virtual reality (VR) learning tool, namely Scale Worlds, for K-12 students to use at school. The present work aimed to examine the experience and perception of immersive technology, and logistical challenges of integrating Scale Worlds into a science class. Ten students and three teachers were included in this study with informed consent. Scale Worlds was introduced as part of a science class and then semi-structured interview was conducted. Students’ experience with VR technology included physiological discomfort, psychological nervousness and uncertainty of technology, personal abilities and unfamiliarity, and hardware latency. However, students perceived Scale Worlds to be a useful tool that helped them visualize entities of different sizes, and allowed them to work collaboratively. Teachers expressed desire for more exciting content in Scale Worlds and further usability enhancement, as well as need for additional material preparation time. The team planned to return to the same middle school for another round of in-field study after addressing some of the reported challenges.

IDENTIFICATION OF MISCONCEPTIONS ON THE MATERIAL OF SOUND WAVES USING THE FOUR TIER DIAGNOSTIC TEST IN TOLITOLI REGENCY

This research aims to describe the misconceptions that occur in sound wave material in Class VIII Public Middle School Tolitoli Regency by using a four-tier diagnostic test. This type of research is descriptive qualitative. The subjects in this study were 60 students from class VIII of Public Middle School 2 Tolitoli, junior high school Negeri 5 Tolitoli, and Public Middle School 8 Tolitoli. Determination of respondents using a purposive sampling technique, namely by taking respondents who experienced the highest misconceptions as many as 10 students. The results showed that the misconceptions that occurred in students of Public Middle Schools in Tolitoli Regency with low misconception criteria, namely at 27%, The identification results showed that students of Public Middle Schools in Tolitoli had understood the concept of sound waves well so that the results achieved were based on the misconception criteria, namely low.

Critical Perspectives of School Science: A Science Teacher’s Self Reflective Study of Science Classroom Interactions with Students

ABSTRACT Critical perspectives of science (CPS) elucidates science as a human endeavor that not only embodies the rigorous process of knowledge construction but also reflects the inherent flaws arising from unequal and unjust power relations among humans and between humans and nature. Science teachers need opportunities for self-examination to learn CPS and apply it to their teaching practices, supporting students in developing CPS in the context of school science and using it for what matters to their lives. This self-reflective study applies the CPS as a conceptual framework to reexamine my past experiences teaching science at public middle schools in Korea, particularly the in-classroom interactions with students in science classrooms. As a result, I identified classroom episodes from which I inferred opportunities I could have facilitated students’ engagement with CPS in science classrooms. Three ways to facilitate students’ CPS were inferred from the episodes: (1) probing unjust practices of science hidden from school science; (2) addressing the linguistic and epistemic whiteness implicit in school science; and (3) identifying the relevance of school science to students and what matters to them. Implications for science teacher education are discussed, including how teacher educators can facilitate teachers’ self-reflective examination of their classroom interactions and integration of CPS into daily classroom discourse.

Hubungan Kepemimpinan Pembelajaran Kepala Sekolah Lingkungan Kerja dan Iklim Sekolah Dengan Sikap Profesional Guru di SMP Negeri Kecamatan Pelaihari Kabupaten Tanah Laut

This research analyzes the direct and indirect relationship between Principal Learning Leadership, Work Environment, School Climate, and Professional Attitudes of Public Middle School Teachers in Pelaihari District, Tanah Laut Regency. This type of research is quantitative with an explanatory method using a path analysis model to analyze relationship patterns between variables. The research population was 140 teachers from 8 State Middle Schools in Pelaihari District, Tanah Laut Regency, and 104 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the study of the regression coefficient values ​​for the Principal Learning Leadership and Teacher Professional Attitude variables were 0.423, the Work Environment and Teacher Professional Attitude variables were 0.279, the School Climate and Teacher Professional Attitude variables were 0.232, the Principal Leadership and School Climate variables were 0.430, the Work Environment variable and School Climate of 0.515, the Principal Learning Leadership variable through School Climate with Teachers' Professional Attitudes of 0.778 and the Work Environment variable through School Climate with Teachers' Professional Attitudes of 0.805. In conclusion, a partial direct relationship exists between Principal Learning Leadership, Work Environment, and Teacher Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. There is an indirect relationship between the Principal's Learning Leadership through School Climate and Teachers' Professional Attitudes and the Work Environment through School Climate and Teachers' Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. Keywords: Principal Learning Leadership, Work Environment, School Climate, Teacher Professional Attitude

Evaluating Integrated Social Studies Learning Programs in Indonesian Middle Schools: An Application of the Stufflebeam Model

Many studies have been conducted to evaluate the nonintegrated approach. Each model claimed to have certain advantages, but the current research used a combined social science learning model called Stufflebeam's CIPP (context, input, process, and product) model, which included input, process, and product components due its comprehensiveness in assessment and students’ interest based. The assessment model appropriate for Integrated Social Studies learning programs in public middle schools because it could fulfil pedagogical aspects for students in schools. The research group included respondents from eight public middle schools, as well as school administrators, 16 instructors, and 350 pupils. Documentation, questionnaires, and tests are examples of data gathering methods. Content validity is tested using expert opinion, construct validity is tested using a limited test and evaluated using Product Moment correlation, and reliability is tested using Cronbach Alpha. The SPSS software is used to perform data analysis methods such as descriptive statistics. 20. The development of a combined social study learning program evaluation model for public middle schools yielded outstanding assessment criteria. The quality of integrated social studies learning inputs includes: teachers’ competence, students’ motivation, and infrastructure, which are all very good categories; the quality of integrated social studies learning processes, which include initial activities, core activities, and closing activities, which are all excellent categories; and product quality (results) integrated social studies learning includes: attitude competencies, knowledge, and skills.

The Influence of Teacher Job Satisfaction, and Teacher Guidance on Student Achievement Through Class Discipline at UPT SPF of Public Middle Schools in Rappocini District, Makassar City

This study aims to determine the effect of Teacher Job Satisfaction and Teacher Guidance on Student Achievement and the effect of Teacher Job Satisfaction and Teacher Guidance on Student Achievement through Classroom Discipline at UPT SPF Public Middle Schools in Rappocini District, Makassar City This research approach uses quantitative research. The population is teachers at UPT SPF Public Middle Schools in the Rappocini sub-district of Makassar city consisting of UPT SPF SMP Negeri 21, UPT SPF- SMP Negeri 40 and UPT SPF SMP Negeri 13 UPT SPF SMP Negeri 33, UPT SPF- SMP Negeri 48 and UPT SPF SMP Negeri 49 Makassar with a population of 320 teachers. Sampling used purposive random sampling technique, namely each subject teacher was represented by 2 subject teachers so that the number of samples was 20 SMPN 21, 20 SMPN 40 students and 20 SMPN 13 students, 20 SMPN 33 students, 10 SMPN 48 students. 10 people and SMPN 49 with a total sample of 100 teachers. This research data collection method uses: Questionnaire and Observation and Data analysis method used in this research is Path Analysis. The results of the study showed that there was an effect of teacher job satisfaction (X1), teacher guidance (X2) and class discipline (Z) on student achievement (Y) at the UPT SPF of state junior high schools in Rappocini sub-district, Makassar city. There is an influence of Teacher Job Satisfaction (X1) Teacher Guidance (X2) and Class Discipline (Z) simultaneously on student achievement. There is no effect of Teacher Job Satisfaction (X1) on Student Learning Achievement (Y) Through Class Discipline (Z). There is no effect of Teacher Guidance (X2) on Student Achievement (Y) through Class Discipline (Z) at the UPT SPF of Public Middle Schools in Rappocini District, Makassar City.

Exploring Students' Knowledge about Hand Washing with Soap Through Video Media at Middle School

Purpose of the study: This research aims to evaluate the effectiveness of using video media in increasing students' knowledge and attitudes about the importance of washing hands with soap at Public Middle School 31 North Bengkulu Methodology: This research uses quantitative methods with a pre-experimental One Group Pretest-Posttest Design. The research population was class III students at Public Middle School 31 North Bengkulu, with a sample of 35 students selected using a purposive sampling technique. Data analysis was carried out using the Wilcoxon test to test the difference between pretest and posttest results. Main Findings: This study concludes that the use of video media as a health promotion tool significantly increases the knowledge and attitudes of students at Public Middle School 31 North Bengkulu towards the importance of washing hands with soap. Video media is proven to be more effective than conventional methods in attracting attention and increasing student participation during the learning process Novelty/Originality of this study: This research is very urgent considering the high rate of transmission of infectious diseases among adolescents which can have a significant impact on their health and school attendance. Infectious diseases such as flu, diarrhea and respiratory infections often spread quickly in the school environment, causing high levels of absenteeism and reducing learning productivity.

Integration of the POE Model and Metaphoral Thinking in Student Worksheets: Improving Mathematical Reasoning Abilities in the Modern Education Era

Purpose of the study: This research aims to develop and evaluate the effectiveness of POE-based (Predict, Observe, Explain) student worksheets using a Metaphorical Thinking approach to enhance the mathematical reasoning abilities of class 9 students at Public Middle School. Methodology: This research aims to find out how to develop student worksheets based on POE (Predict, Observe, Explain) through a Metaphoral Thinking approach oriented towards the mathematical reasoning abilities of junior high school students in class 9 and find out the effectiveness of student worksheet products based on POE (Predict, Observe, Explain) through Metaphoral Thinking approach to the mathematical reasoning abilities of Public Middle School 7 Banjit students in class 9. Main Findings: Validation results showed material experts rated the worksheets at 89.4%, media experts at 94.9%, and language experts at 75%, all with high appropriateness. Small group trials averaged 86%, field trials 87%, and educator trials 97.2%, all with very good criteria. The paired t-test (thitung = 12.7 > ttabel = 2.02) confirmed the effectiveness of the POE-based worksheets using the Metaphorical Thinking approach in enhancing mathematical reasoning abilities.. Novelty/Originality of this study: The novelty of this study lies in developing and validating POE-based student worksheets integrated with a Metaphorical Thinking approach to enhance junior high students' mathematical reasoning. This innovative strategy combines cognitive and imaginative techniques, fostering deeper comprehension and problem-solving skills.

Social Studies and Love of Art: Students and Teachers Enlighten the Connections

Art and artistic activities that play a significant role in the lives of both children and adults, are an important requirement for all individuals. Cultures develop, expand, and enrich through artistic activities, which are important for the development of visual literacy, especially in social studies. The present study aims to determine the reflection of various artistic branches in social studies course and the student interest and love that art considered to evoke in the context of the social studies course. In the study, qualitative research methods and techniques were used to review relevant documents and to determine the participant views about the role of art in social studies. First, the current Turkish social studies curricula and textbooks were analyzed. Then, an interview form developed by the authors was applied to 80 students attending all grades in a public middle school and 3 teachers employed in these schools in one of the major cities in Turkey. The attributes employed by the teachers and students in the interview form were analyzed with thematic/content analysis. The study findings demonstrated that that the curricula and textbook achievements that allow activities in several art branches were limited. However, despite the limitation, the study findings demonstrated that the students were interested in different art branches and evidenced the support of the social studies to the development of interest and love for certain learning areas.

Pengembangan Media Pembelajaran Matematika pada Materi Pecahan di Kelas VII SMP Negeri 3 Kota Tambolaka

This research aims to produce interactive media on fractional blok board, knowing the validity, practicality and effectiveness of students on fraction material and learning media on the fraction block board. The research method used is the Borg and Gall development model (research and information collection, Planning, Development preliminary from of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementasi). The subjects of this research are students in class VII Tambolaka City 3 Public Middle School. Thus, the results of the validity of the material and media in this research can be stated highly valid ininitial field trial classes 97% and 97,916%, main field test class 98% and 100%, and operational field trial classesempiis 99% and 100%. Practicality results in learning media by validators and students in the test class initial field test 97,5% and (highest 77,5% and lowest 52,5%), test class main 100% and (highest 87,5% and lowest 75%), and trial class operational/empirical 100% and (highest 97,5% and lowest 75%). Where, as a results of student effectiveness, the highest score was 100% and the lowest was 52%.

Learning Quality Management Junior High School Accredited "A " (Multi-Site Study At Eben Haezar 1 Christian , Don Bosco Frater And SMP NEGERI 6 SMP In Manado City)

Quality management of learning in schools greatly affects student learning activities. The quality of school graduates is a reflection of a quality in the school. This study aims to obtain the results of descriptive analysis of a situation from three accredited schools in Manado City, namely Eben Haezar 1 Christian Middle School, Manado, Bosco Manado Brother Middle School and Manado 6 Public Middle School. This study uses a qualitative approach with the survey/ observation method. The population of this study was the Principal and several teachers from three accredited junior high schools (Eben Haezar 1 Christian Middle School, Don Bosco Middle School and Manado 6 Public Middle School) in Manado City, North Sulawesi Province. The sample method used is a random sample. The research data was collected by observation, interviews and documentation and then analyzed by a single analysis and cross -site analysis. Conclusion Based on the results of this study is the application of management functions (planning, organizing, implementing, supervising) in Eben Haezar 1 Christian Middle School, Don Bosco Brother Middle School and SMP Negeri 6 in Manado City.

The Influence Of Leadership And Financial Compensation On Teacher Spirit Of Pujut 1 Junior High School Central Lombok

This study aims to determine the effect of leadership and financial compensation on teacher morale at SMP Negeri 1 Pujut, Central Lombok Regency. The type of research used in this study is causal associative research using a quantitated . The data collection method used is the census method. The population in this study were all teachers at SMP Negeri 1 Pujut, Central Lombok Regency, totaling 48 people. Data analysis using multiple linear regression analysis. The results of the study show that: 1. Leadership has a positive and significant effect on teacher morale at Pujut 1 Public Middle School, Central Lombok Regency. 2. Financial compensation has a positive and significant effect on teacher morale at Pujut 1 Public Middle School. The leadership coefficient value is greater, indicating that the influence of leadership is stronger on work morale.

The Relationship between Exemplary and Leadership of Christian Religious Education Teachers and the Behavior of Class IX Students of Public Middle Schools in Balige District, Toba Regency, Academic Year 2023/2024

The Relationship between Exemplary and Leadership of Christian Religious Education Teachers and the Behavior of Class IX Students of Public Middle Schools in Balige District, Toba Regency, Academic Year 2023/2024

The Influence of Emerging Sports on The Wellness Dimensions of The Public Middle School Students in China

The physical quality of our citizens is declining, especially among primary and secondary school students. The decline is particularly serious. This study aims to explore the level of influence of emerging sports on the Wellness dimensions of middle school students in selected middle schools in China. Emerging sports refer to sports that are relatively popular internationally, have recently been launched domestically or are newly created domestically, are popular among teenagers and are suitable for schools, such as rock climbing, roller skating, orienteering and wilderness survival, etc. This study preliminarily draws the above hypothesis based on a review of previous studies. Ho1: There is no significant difference in the influence of the emerging sports on the physical wellness dimension of the student-respondents when their profile is taken as test factor. Ho2: There is no significant difference in the influence of the emerging sports on the emotional wellness dimension of the student-respondents when their profile is taken as test factor. Ho3: There is no significant difference in the influence of the emerging sports on the mental wellness dimension of the student-respondents when their profile is taken as test factor. Ho4: There is no significant difference in the influence of the emerging sports on the social wellness dimension of the student-respondents when their profile is taken as test factor. Ho5: There is no significant relationship in the influence of the emerging sports on the physical, emotional, mental and social wellness dimension of the student-respondents when their profile is taken as test factor.

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

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