Project TEAMS integrating technology into middle school instruction

TechTrends ◽  
1998 ◽  
Vol 43 (2) ◽  
pp. 39-44 ◽  
Author(s):  
Robert A. Reiser ◽  
Sarah M. Butzin
Keyword(s):  
Middle School ◽  
Project Teams ◽  
Integrating Technology ◽  
Middle School Instruction

Collaborating to Learn

2012 ◽  
pp. 885-899
Author(s):  
Nita J. Matzen ◽  
William Edward Roberts ◽  
Penny Barker ◽  
Julie Marklin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Virtual Worlds ◽  
School Students ◽  
Immersive Environments ◽  
3D Virtual Worlds ◽  
And Mathematics ◽  
Middle School Instruction ◽  
Over Time

STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D) is funded by the National Science Foundation ITEST program. The project proposes to translate the success of earlier projects and reaches toward a model of implementing the use of 3D virtual immersive environments that can be replicated with other middle schools over time. STEM-ICT 3D is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics (STEM), as well as prepare students with the skills necessary to succeed in STEM education and careers. This chapter presents an applied case study that describes the design of the project, examines the first phases of implementation, and explores the use of students as technical experts collaborating with teachers, the pedagogical experts, to build 3D virtual worlds for middle school instruction.

A Positive Learning Environment Approach to Middle School Instruction

2003 ◽  
Vol 79 (3) ◽  
pp. 130-136 ◽  
Author(s):  
Peggy Hester ◽  
Robert A. Gable ◽  
M. Lee Manning
Keyword(s):  
Middle School ◽  
Learning Environment ◽  
Positive Learning Environment ◽  
Middle School Instruction

Collaborating to Learn

2010 ◽  
pp. 123-137
Author(s):  
Nita J. Matzen ◽  
William Edward Roberts ◽  
Penny Barker ◽  
Julie Marklin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Virtual Worlds ◽  
School Students ◽  
Immersive Environments ◽  
3D Virtual Worlds ◽  
And Mathematics ◽  
Middle School Instruction ◽  
Over Time

STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D) is funded by the National Science Foundation ITEST program. The project proposes to translate the success of earlier projects and reaches toward a model of implementing the use of 3D virtual immersive environments that can be replicated with other middle schools over time. STEM-ICT 3D is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics (STEM), as well as prepare students with the skills necessary to succeed in STEM education and careers. This chapter presents an applied case study that describes the design of the project, examines the first phases of implementation, and explores the use of students as technical experts collaborating with teachers, the pedagogical experts, to build 3D virtual worlds for middle school instruction.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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