Relational reasoning’s contributions to mathematical thinking and performance in Chinese elementary and middle-school students.

The purpose of this study was to determine the amount of time elementary and middle-school students spend away from the classroom and clinic time required to administer vaccines in school-located vaccination (SLV) clinics. We conducted a time study and estimated average time away from class and time to administer vaccine by health department (HD), student grade level, vaccine type, and vaccination process for SLV clinics during the 2012–2013 school year. Average time away from classroom was 10 min (sample: 688 students, 15 schools, three participating HD districts). Overall, time to administer intranasally administered influenza vaccine was nearly half the time to administer injected vaccine (52.5 vs. 101.7 s) (sample: 330 students, two HDs). SLV administration requires minimal time outside of class for elementary and middle-school students. SLV clinics may be an efficient way to administer catch-up vaccines to children who missed routine vaccinations during the coronavirus disease-2019 pandemic.

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Elementary and Middle School Students' Perceptions of Violence-Prone School Subcontexts

The Elementary School Journal ◽

10.1086/499685 ◽

2001 ◽

Vol 101 (5) ◽

pp. 511-528 ◽

Cited By ~ 69

Author(s):

Ron Avi Astor ◽

Heather Ann Meyer ◽

Ronald O. Pitner

Keyword(s):

Middle School ◽

Middle School Students ◽

School Students ◽

Elementary And Middle School

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Analyzing the Relation Between Spatial and Geometric Reasoning for Elementary and Middle School Students

Visualizing Mathematics - Research in Mathematics Education ◽

10.1007/978-3-319-98767-5_10 ◽

2018 ◽

pp. 195-228 ◽

Cited By ~ 3

Author(s):

Michael T. Battista ◽

Leah M. Frazee ◽

Michael L. Winer

Keyword(s):

Middle School ◽

Middle School Students ◽

Geometric Reasoning ◽

School Students ◽

Elementary And Middle School

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Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

The Journal of Early Adolescence ◽

10.1177/0272431616678987 ◽

2016 ◽

Vol 38 (4) ◽

pp. 530-553 ◽

Cited By ~ 1

Author(s):

Kenneth M. Tyler ◽

Jennifer L. Burris ◽

Sean T. Coleman

Keyword(s):

Middle School ◽

Middle School Students ◽

Goal Orientation ◽

Classroom Behavior ◽

Home School ◽

Classroom Behaviors ◽

School Students ◽

Mastery Goal ◽

And Performance ◽

Disruptive Classroom Behaviors

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

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