A Population Health Perspective on Middle School Success

2021 ◽  
Author(s):  
◽  
◽  
◽  
Keyword(s):  
Middle School ◽  
Population Health ◽  
School Success ◽  
Middle School Success

The Social Context of School Success for Latino Middle School Students

2008 ◽  
Vol 29 (1) ◽  
pp. 43-70 ◽  
Author(s):  
Michael E. Woolley ◽  
Kelli L. Kol ◽  
Gary L. Bowen
Keyword(s):  
Middle School ◽  
Social Context ◽  
Middle School Students ◽  
School Success ◽  
School Students ◽  
The Social

The Joint Effects of Neighborhoods, Schools, Peers, and Families on Changes in the School Success of Middle School Students*

2008 ◽  
Vol 57 (4) ◽  
pp. 504-516 ◽  
Author(s):  
Gary L. Bowen ◽  
Roderick A. Rose ◽  
Joelle D. Powers ◽  
Elizabeth J. Glennie
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Success ◽  
School Students ◽  
Joint Effects

scholarly journals Usporedba dvaju modela kauzalne atribucije školskog (ne)uspjeh

2018 ◽  
Vol 29 (6) ◽  
Author(s):  
Izabela Cvek-Sorić
Keyword(s):  
Middle School ◽  
School Success ◽  
Emotional Experience ◽  
Natural Setting ◽  
Cognitive Reactions ◽  
Test Part ◽  
Future Success ◽  
Intellectual Abilities ◽  
Post Test ◽  
Defensive Mechanisms

The article deals with and checks some basic hypotheses of Weiner’s and Kelly's models od causal attributions tif school success/failure and the author compares these two models as tar as their efficiency is involved in regard to predictions of affective and cognitive reactions (in the sense of changes of expectations of future success) of pupils to such achievement. The investigation was conducted on 80 pupils in the fourth grade of middle school in natural setting on knowledge tests in physics. Il consisted of two parts: in the first (pre-test) part the pupils were evaluating their intellectual capacities and the expected success in the tests and the second (post-test) part they evaluated their own success in that test, emotional experience of that success, the importance of each of the four given samples of achieved success (ability, devotion for work, the difficulty of the task, and luck), consistency, distinetivness and consensus of the achieved results and the expected success on the coming test. The estimation was done on seven degree scale with defined concepts. The data was obtained nbottl the intellectual abilities of the pupils nnd their school success. Tje analysis was conducted by regressive analyses and two-way analyses of variance, Il has been established that Weiner’s and Kelly's models have satisfactory efficiency in the prediction of emotional and cognitive reactions of pupils to the achieved success. Kelly's model gives us a better prediction of cognitive reactions. The pupils were quite accurate in estimating the dimensions of consistency and distinctiveness of achieved grades but not the dimension of consensus (probably because of some self-defensive mechanisms).

Drawing in Kindergarten

2017 ◽  
pp. 21-35
Author(s):  
Gretta Wright
Keyword(s):  
Middle School ◽  
Learning Process ◽  
Reading Skills ◽  
School Success ◽  
Potential Drop ◽  
Academic Skills ◽  
School Environments ◽  
Early Reading Skills ◽  
Kindergarten Classroom ◽  
Drop Outs

Teachers today are faced with the ever-growing challenge of meeting the needs of students in diverse school environments. Students continually come to school lacking the academic skills necessary for school success. As a result, many of these students become disengaged in learning at an early age and are targeted as potential drop-outs before they reach middle school. Through the discussion provided in this chapter, the researcher intends to create a connection between the inclusion of drawing in the kindergarten classroom and success in the development of early reading skills, capitalizing on the idea that through the engagement students experience when drawing, they are becoming active participants in the learning process and are more likely to experience school success in later years.

Tackling Male Underachievement: Enhancing a Strengths-Based Learning Environment for Middle School Boys

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Mary Ann Clark ◽  
Kelly Flower ◽  
Jonathan Walton ◽  
Erin Oakley
Keyword(s):  
Middle School ◽  
Learning Environment ◽  
School Counselors ◽  
School Success ◽  
Collaborative Action Research ◽  
Male Students ◽  
Community Members ◽  
Action Research Project ◽  
Middle School Counselors ◽  
Positive Attitudes

During the past decade, there has been an increasing gender achievement gap with male students lagging behind their female counterparts on a number of important indicators of school success. This article examines recommendations and strategies for school counselors working with middle school boys to enhance the learning environment, to promote strengths, and to encourage positive attitudes toward academic achievement and future planning. Collaboration with teachers, administrators, parents, and community members as important stakeholders can offer combined resources to promote school success. The strategies described have resulted from a local collaborative action research project conducted by counselor educators and students, the county supervisor of guidance, and middle school counselors.

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