Middle School Teachers Research Articles

Socio-economic Profile of Fruit Crop Growers of Karnataka and Their Relationship with Entrepreneurial Behaviour

The study was conducted in Vijayapura district of Karnataka during 2020 to study the socio-economic profile of fruit crop growers and their relationship with entrepreneurial behaviour. Forty each grape, lime and pomegranate growers were selected by use of simple random sampling technique. Thus, making a total sample size of 120. The statistical tools such as mean, standard deviation, frequency, percentage and chi square test were used to draw valid inferences. The findings revealed that more than two fifth (42.50%) of the fruit crop growers belonged to middle age group, one fourth of them had middle school education, nearly half (48.33%) were practicing crop production as main occupation, more than two fifth (43.33%) of them were found to have medium sized family, more than one third (37.50%) of them had medium experience in fruit crop cultivation, nearly half (49.17%) of the fruit crop growers were small farmers, 35.00 per cent of them were found under medium income category. More than two fifth (43.33%) of them were found to have medium level of social participation, 40.83 per cent of them had medium level of mass media exposure, extension participation and deferred gratification, 45.00 per cent of them had medium level of value orientation, two fifth (40.00%) had medium level of self-reliance and more than one third (35.00%) of them belonged to medium level of cosmopoliteness.

Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training

Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.

Teacher stress and ideal solutions: A qualitative comparison across elementary and middle school teachers.

Educators' high levels of stress have been well documented in existing literature, though little research has directly looked at comparisons of stress experiences and needs for support based on school level. The present study included 33 teachers (19 elementary and 14 middle school) from one school district who participated in semistructured interviews. Responses to questions regarding their primary source(s) of stress and their ideal solution(s) to relieve that stress revealed distinctions between elementary and middle school teachers. Elementary teachers described stress related to a sense of responsibility or need to care for students and meet their social, emotional, behavioral, and academic needs. Their ideal solution primarily involved receiving more emotional support and more support staff in the classroom to help meet all students' needs. In contrast, middle school teachers reported the majority of their stress as stemming from external demands or pressures such as test scores, high or unattainable expectations from administrators or parents, and not having enough time. Middle school teachers' ideal solutions largely entailed a shift in the use of their time, specifically to remove tasks (e.g., unnecessary staff meetings) and be able to focus their time on what matters the most (e.g., teaching students). These findings indicate that although almost all of these teachers reported being highly stressed, their sources of stress and perceived needs for support varied based on school level. Efforts to promote teacher well-being must consider school level and teachers' own perspectives on what they need in order to provide the most beneficial supports. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effect of School Principal Leadership, Discipline and Infrastructure on Teachers’ Performance in SMP Negeri Lempuing District, Ogan Komering Ilir Regency

This research aims to determine 1) the influence of the principal's leadership, discipline, and infrastructure together on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency, 2) the influence of the principal's leadership, discipline, and infrastructure partially on the performance of State Middle School teachers in the District. Lempuing, Ogan Komering Ilir Regency. The type of research used is associative. The research uses leadership variables, work discipline, facilities, infrastructure, and performance. The research population was 218 State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency. The sample was taken from 142 teachers using the Cluster sampling technique. The data required is player data with a retrieval method. Questionnaire data. The analysis technique used is multiple linear regression. The results of the research prove that: 1) there is a significant influence of leadership, discipline, and facilities and infrastructure on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency 2) there is a significant influence of leadership on the performance of Public Middle School teachers in Lempuing District, Ogan Komering Ilir Regency 3) there is an influence Discipline has a significant impact on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency. 4) Facilities and infrastructure have a significant influence on the performance of public middle school teachers in Lempuing District, Ogan Komering Ilir Regency

Student Attitudes and Teacher Strategies in the Aesthetic Education in Chinese Middle School Music Classes

This study aims to explore the current state of music education in Chinese middle schools within the context of aesthetic education. It focuses on middle school students attitudes toward aesthetic education and the challenges and strategies music teachers face when implementing aesthetic education in their classrooms. Through questionnaires and interviews with 13 music teachers and 1032 students from 7 middle schools in Guangdong Province, this research reveals that students generally have a positive attitude toward aesthetic education, considering it an essential part of their holistic development. However, the study also identifies multiple challenges teachers face in implementing aesthetic education, including varying interests and levels of understanding among students, curriculum design and textbook selection, and a lack of adequate teaching resources and support. In response to these challenges, teachers have adopted a series of strategies, such as innovating teaching methods, utilizing technological tools, and enhancing teacher-student interaction, to improve the effectiveness of aesthetic education. This study provides an empirical basis for improving the quality of music education in Chinese middle schools and offers suggestions on how music teachers can effectively implement aesthetic education.

디지털 시대의 초ㆍ중등 국악교육 지원을 위한 국립국악원 e-국악아카데미의 활성화 방안

This study aims to suggest a plan to revitalize the National Gugak Center's e-Gugak Academy to support gugak education in elementary, middle, and high schools, considering the changing direction of school education in the digital age. To this end, it examines the changing aspects of school education in the digital age through literature research and reviews the contents development status and usability in school education by analyzing the National Gugak Center's e-Gugak Academy site. As a result, it is found that school education in the digital era emphasizes the orientation of learner-centered customized education based on digital technology and the establishment of future teaching and learning methods and evaluation systems. In addition, the National Gugak Center's e-Gugak Academy is analyzed to have utility as basic data for gugak teaching materials based on the music curriculum, multimedia gugak teaching and learning materials, extraction of gugak instruction contents, and design of gugak teaching and learning methods. Based on these results, this study proposes a direction to improve the usability of the National Gugak Center's e-Gugak Academy in school education in the digital era as ‘strengthening the educational function of the e-Gugak Academy as a digital gugak education platform.’ And as a concrete way to reach this direction, this study focuses on two aspects: ‘customized gugak education support’ and ‘digital-based gugak class support’.

Teaching Design and Analysis of the Guided Discovery Method in English Grammar Class in Senior Middle School

English grammar teaching has always been a crucial part of senior middle school English teaching. However, the teaching method in traditional grammar class is relatively single, and the cramming teaching method overemphasizes the teacher-centered teaching mode and ignores the importance of students as the main body of learning in the teaching process of the grammar class, thus resulting in students’ lack of interest in grammar learning and low classroom participation. This teaching design selects Unit 1 from FLTRP senior English Book 2 as the design object, and aims to use the guided discovery method to explore its application and related teaching plan designs in English grammar class. In the end the author makes specific self-evaluation and teaching reflection, hoping to provide certain reference value for English grammar teaching in senior middle school.

An overview of education at middle and high schools in Iraq: A summary on the case of mathematics

This brief investigation dives into the landscape of general education and mathematics instruction in Iraq's middle and high schools to provide insight into many facets of the educational system. The talk covers essential educational themes by giving an overview of general education and mathematics teaching and learning, emphasizing the issues faced and untapped potential within the Iraqi school system. This review aims to delve into the complexities of the current condition of general and mathematics teaching in these institutions, offering significant insights that go beyond surface-level examination. This investigation aims to identify existing barriers and prospective areas for reform and progress. This results in a better knowledge of the dynamic elements impacting general education and mathematics instruction in Iraq's middle and high schools

Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices

AbstractInstructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross‐sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.

How Prepared Are Teachers to Provide Comprehensive Sexual Health Education?

Quality sexual health education requires that the curriculum is taught by knowledgeable, skilled, and comfortable educators. However, we know little about teachers’ preparedness to provide comprehensive sexual health education. We surveyed 412 current elementary, middle, and high school teachers in one Canadian province to examine their attitudes toward, training for, and experience with providing comprehensive sexual health education. Teachers reported very positive attitudes toward sexual health education and most were in favor of introducing age-appropriate sexual health education in elementary school. Teachers reported little to no formal training at either the pre-service or in-service level but had engaged in self-directed learning. A multiple regression analysis found that teachers who were younger, with more experience providing sexual health education, positive attitudes toward sexual health education, and in-service training reported engaging in significantly more self-directed learning. Teachers with more experience providing sexual health education, positive attitudes toward sexual health education, pre-service training, and self-directed learning reported greater comfort in providing sexual health education. Although these results support the many calls for better teacher training, they also suggest that efforts to improve the quality of sexual health education instruction might be better focused on enhancing access to quality materials for self-directed learning.

Research on the Teaching Reform of “Curriculum Ideology and Politics” for English Majors under the Background of the “New Liberal Arts Construction”

In recent years, curriculum ideological and political education has become a hot topic in educational reform. The concept of curriculum ideological and political education provides a new convergence point for the integration of subject teaching and ideological and political education. Its purpose is to infiltrate the core content of ideological and political education in subject teaching, organically integrate ideological and political curriculum teaching with the subjects, and implement the fundamental task of cultivating students’ morality. In the process of English teaching, cultivating students’ firm political stance is particularly important, especially in cultural comparison and dissemination, nurturing students to “tell a good Chinese story”, spreading excellent traditional Chinese culture, and demonstrating cultural confidence. Further exploration is needed. In the context of the integrated reform of ideological and political education in universities, middle and primary schools, the research on curriculum ideological and political education in subject teaching is not yet in-depth and extensive. Based on the curriculum standards for morality and the rule of law, as well as the correlation between students’ core literacy and socialist core values, this article proposes the necessity of integrating ideological and political education into English majors, and actively explores effective strategies and approaches in order to provide useful ideas and references for the ideological and political education reform of English majors.

Applying "reading-to-write" teaching model to English writing teaching in junior middle school

Applying "reading-to-write" teaching model to English writing teaching in junior middle school

Study on Junior High School English Reading Teaching Based on the Ideological and Political Education

Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.

The Impact of Teachable Machine on Middle School Teachers’ Perceptions of Science Lessons after Professional Development

The Impact of Teachable Machine on Middle School Teachers’ Perceptions of Science Lessons after Professional Development

Outsiders Within: How Do Black Girls Fit into Computer Science for All?

Objectives. At the K–12 level, “CS for All” initiatives across the country strive to increase equitable access to and participation in computer science (CS). However, there are many open questions about the implementation and effectiveness of these initiatives, including the extent to which exposing young people to CS early on can shape their longer-term CS interest and engagement. In this article, we examine CS participation among 6th–8th-grade Black girls and assess whether CS participation during middle school shapes CS interest and engagement during their first year of high school. We focus on Black girls in the hopes of developing a more nuanced and rigorous understanding of computing experiences at the intersection of racism and sexism in this field. Participants. The focal group of students in this study are 6th–8th-grade Black girls from New York City. We employ a comparative lens in this article, contextualizing the CS experiences and outcomes of Black girls to Latinas, Asian, and White girls, as well as Black boys. Study Method. We primarily rely on quantitative data for this article, applying a critical lens to our analyses and interpretation. More specifically, we conduct descriptive analyses of course-taking patterns as well as survey data that focus on student attitudes and beliefs about CS. We then carry out inferential analyses of students’ administrative records examining how, if at all, middle school CS participation is related to high school outcomes for Black girls. We employ a comparative lens and rely on qualitative data to make sense of our results. Findings. We find that, troublingly, Black girls in the district are disproportionately less likely to receive CS instruction in middle school. Black girls are also less likely than Black boys, Latinas, and White girls to feel that they belong in CS. However, Black girls in CS courses report similar levels of engagement, family, and peer support, as well as value for CS relative to other students in the district. Finally, we find that participation in CS courses in middle school does not increase the likelihood that Black girls will select high schools that offer CS courses or take a CS course during their first year of high school. Conclusions. Our findings suggest that to increase equitable access and participation in CS, it is not enough to simply expose students to CS coursework. We call for sustained attention to the experiences that Black girls have in their CS classes as well as broader structural barriers that might shape CS course-taking.

학생 주도성이 발현되는 맥락과 수준에 대한 중학교 교사의 인식

Objectives This study was conducted to discover substantive and formal theories about the contexts and levels at which student agency, which has recently been recognized as a future educational competency, is manifested.
 Methods In order to uncover and reproduce the concept of student agency as a social and contextual product through teachers' perspectives and voices, the data from in-depth interviews with five middle school teachers about student agency were analyzed in the order of initial coding, focused coding, and theoretical coding according to constructivist grounded theory.
 Results The findings revealed that teachers categorized student agency as agency in learning and life and agency in the individual and community, with differing perceptions of the orientation, noting the timing specificity of middle school students undergoing major transitions in learning and life, and that personal and external factors contribute to the gap in agency among middle school students. They emphasized the need for teachers to take agency, such as running phased and customized lessons through cross-curricular activities and connecting life and learning. In particular, students who have experienced agency have the power to extend their personal agency to other contexts, accumulate opportunities for continuous growth, spread agency to others, and empower communities. Most importantly, we captured a shared perspective that the transfer and expansion of student agency, when supported by committed guidance and support from teachers, can be aggregated and amplified at the individual and community levels.
 Conclusions The findings suggest that the realization of student agency requires the convergence of a variety of factors, including personal, home environmental, and socio-contextual aspects, and recommend further research on teacher agency to bring student agency to the forefront.

The Influence of Leadership, Organizational Communication, Motivation and Work Discipline on the Performance of Principals in Junior High Schools in Central Bangka Regency

The aim of this research is to determine and analyze the influence of leadership, communication, motivation and work discipline on the performance of principals in junior high schools throughout Central Bangka Regency. The sample consisted of 221 public and private middle school teachers. Data collection techniques included questionnaire methods and documentation, which involved collecting information from various sources such as notes, transcripts, books, and meeting minutes. The study reveals that leadership, organizational communication, motivation, and work discipline significantly impact the performance of Junior High School principals in Central Bangka Regency. Leadership positively influences the performance of principals, while organizational communication positively impacts their performance. Motivation positively influences the performance of principals, and work discipline influences their performance. Overall, these variables positively influence the performance of principals in Central Bangka Regency.

Association between socioeconomic status and post-stroke depression in middle-aged and older adults: results from the China health and retirement longitudinal study

IntroductionPost-stroke depression (PSD) is a common neuropsychiatric complication that affects approximately one-third of stroke patients. The treatment and prognosis of this disease are poor. Socioeconomic status (SES) is closely related to health outcomes; however, only a few previous studies have focused on the association between SES and PSD. Given the substantial population of stroke patients in China, it is crucial to examine the potential risk factors associated with PSD. Conducting studies on this population and investigating the influence of economic conditions can provide valuable guiding theoretical insights into PSD prevention and management.MethodsWe used data from the 2018 China Health and Retirement Longitudinal Study and selected appropriate samples for analysis. Depression was estimated using the Center of Epidemiologic Studies Depression Scale-10, a validated tool for assessing depression in the general population. Multiple logistic regression analysis was employed to assess the association between SES and PSD and to evaluate any urban–rural differences.ResultsOf the 749 respondents, 370 (49.4%) had depression. Stroke patients with a middle school education demonstrated a greater risk of developing depression than those with a primary school education or below after adjusting for all control variables (odds ratio (OR) = 1.60, 95% confidence interval (CI): 1.03–2.51, P = 0.036). However, stroke patients with a high school education or above had a lower risk of developing depression than those with a primary school education or below (OR = 0.50, 95% CI: 0.28–0.88, P = 0.016). In rural areas, stroke patients with a high school or above education level had lower rates of depression than those with a primary school education or below (OR = 0.44, 95% CI: 0.21–0.91, P = 0.027). This difference was not significant in urban areas.ConclusionsSES significantly influences the occurrence of PSD, which is reflected by education attainment and annual household expenditures. Education attainment was an independent influence on PSD, with a more pronounced effect in rural versus urban areas. We hope to reduce the prevalence of PSD and enhance the comprehensive management of this disease by modifying the influencing factors. Sex, self-reported health status, activities of daily living, night-time sleep duration, and life satisfaction also influenced the occurrence of PSD.

The impact of virtual reality on student engagement in the classroom-a critical review of the literature.

The purpose of this review is to identify the impact of virtual reality (VR) technology on student engagement, specifically cognitive engagement, behavioral engagement, and affective engagement. A comprehensive search of databases such as Google, Scopus, and Elsevier was conducted to identify English-language articles related to VR and classroom engagement for the period from 2014 to 2023. After systematic screening, 33 articles were finally reviewed. The use of VR in the classroom is expected to improve student engagement and learning outcomes, and is particularly effective for students with learning disabilities. However, introducing VR into middle school education poses several challenges, including difficulties in the education system to keep up with VR developments, increased demands on students' digital literacy, and insufficient proficiency of teachers in using VR. To effectively utilize VR to increase student engagement, we advocate for educational policymakers to provide training and technical support to teachers to ensure that they can fully master and integrate VR to increase student engagement and instructional effectiveness.

Investigation of the Status of Music Teaching in Middle School under the Background of "Art into the Middle School Entrance Examination" in Dejiang County, China

Aesthetic education is an indispensable part of all-round quality education. Art education belongs to the category of aesthetic education and is an important content and way to implement aesthetic education. Music education is a form of education with music art as the medium and aesthetics as the core. In October, 2020, the general offices of the General Office of the Central Committee of the CPC and the State Council issued the Opinions on Comprehensively Strengthening and Improving Aesthetic Education in Schools in the New Era, which put forward the requirement of bringing art subjects into the pilot reform of senior high school entrance examination. The implementation of the new policy of "art entering the senior high school entrance examination" is a brand-new challenge to junior high school music teaching. In order to better implement the policy of "art entering the senior high school entrance examination", it is necessary to understand the current situation of junior high school music teaching. In this study, 241 junior high school students in four middle schools in Dejiang County, Guizhou Province were investigated from three aspects: their attitude towards music, the basic reasons for liking music and the mastery of basic music skills, and then the data were statistically analyzed by Excel and SPSS software. Based on the analysis results of the previous part, combined with the requirements of "Art Entrance Examination", this paper puts forward that we should pay more attention to music courses, enrich the content of music courses and strengthen the teaching of basic music knowledge.