Jr. High/Middle School: Report Card Comments: They Would If We Could but We Can't so They Don't

1986 ◽  
Vol 75 (6) ◽  
pp. 80
Author(s):  
Judy Forman
Keyword(s):  
Middle School ◽  
Report Card

scholarly journals PENGEMBANGAN SISTEM INFORMASI NILAI RAPOR PESERTA DIDIK SEKOLAH MENENGAH PERTAMA NEGERI 12 SURAKARTA

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Daryono Daryono
Keyword(s):  
Middle School ◽  
Information System ◽  
Programming Languages ◽  
Data Flow ◽  
System Development ◽  
Report Card ◽  
Report Cards ◽  
Flow Diagram ◽  
Phase System ◽  
Entity Relationship

ABSTRAKSI Pengembangan Sistem Informasi  Nilai Raport pada SMP Negeri 12 Surakarta. merupakan suatu sistem yang memberikan  informasi tentang Nilai Raport yang cepat dan akurat berbasis web lokal, sehingga membantu kecepatan  dan kualitas  dalam penyampaian  informasi. menu hanya  dapat  diakses  oleh  user  tertentu yaitu, Guru atau walikelas dan administrator.Pada hasil penelitian ini telah dikembangkan sebuah Sistem Informasi Nilai Raport pada SMP Negeri 12 Surakarta. Metode penelitian yang dilakukan penulis dalam penelitian ini terdiri dari Wawancara , Pengamatan (observasi), Studi pustaka, Pengumpulan data, Tahap analisa, Rancangan sistem, Pembuatan program, Uji coba, Tahap Uji Implementasi. Dimana  dalam  membangun sistem  ini  digunakan alat bantu pengembangan sistem yaitu Data Flow Diagram (DFD), Entity Relationship Diagram (ERD)dan  Flowchart  serta  dengan  menggunakan  bahasa  pemrograman  PHP  dan HTML  dan  MySQL  sebagai databasenya Sistem informasi sekolah berbasis web lokal ini dirancang sebagai solusi bagi pihak SMP Negeri 12 Surakarta, untuk Pengelolaan nilai raport, mulai dari mengentri, menyimpan, mengolah, dan mencetak nilai rapor.     Kata Kunci : Sistem Informasi, PHP, HTML.    ABSTRACT Development of Report Card Value Information Systems at Surakarta State Middle School 12. is a system that provides information about report cards that are fast and accurate based on local web, thus helping speed and quality in delivering information. the menu can only be accessed by certain users, namely, teacher and administrator.The results of this study have developed a Report Card Value Information System at Surakarta State Middle School 12. The research method used by the author in this study consisted of interviews, observations (observations), literature studies, data collection, analysis phase, system design, making programs, trials, implementation test stages. Where in building this system used system development tools namely Data Flow Diagrams (DFD), Entity Relationship Diagrams (ERD) and Flowcharts and by using the PHP and HTML programming languages and MySQL as the database This web-based local school information system is designed as a solution for parties SMP Negeri 12 Surakarta, for managing report card grades, ranging from entry, storing, processing, and printing report cards.   Keywords : Information System, PHP, HTML. 

Portfolios and a Backward Approach to Assessment

2003 ◽  
Vol 9 (2) ◽  
pp. 70-76
Author(s):  
Kristine L. Britton ◽  
Jennifer L. Johannes
Keyword(s):  
Middle School ◽  
Report Card ◽  
Letter Grade

What does a letter grade have to do with what has been learned? Has a student mastered a concept just because he or she has earned an A? When parents look at their child's report card, do they know what was taught or learned or what difficulties their child may be having? As students get older, it appears that they share less and less with their parents, which creates a gap between school and home. Results of a survey conducted in 2001 at Rice Lake Middle School in Rice Lake, Wisconsin, involving 154 students and 34 parents showed that only 22 percent of students bring schoolwork home to share with their parents on a regular basis. In the same survey, 82 percent of parents and students agreed that learning is more important than grades. Often, when parents do see something from school it is because the child needs help, rather than to celebrate the successes of that child.

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.

Traumatic experiences and associated symptomatology in Asian American middle school students.

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Asian American ◽  
Traumatic Experiences ◽  
School Students

Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth.

2020 ◽  
Vol 14 (4) ◽  
pp. 415-432 ◽  
Author(s):  
Adam Winsler ◽  
Taylor V. Gara ◽  
Alenamie Alegrado ◽  
Sonia Castro ◽  
Tanya Tavassolie
Keyword(s):  
Middle School ◽  
Low Income ◽  
Ethnically Diverse ◽  
Academic Benefits ◽  
Diverse Youth

Mindfulness training reduces stress and amygdala reactivity to fearful faces in middle-school children.

2019 ◽  
Vol 133 (6) ◽  
pp. 569-585 ◽  
Author(s):  
Clemens C. C. Bauer ◽  
Camila Caballero ◽  
Ethan Scherer ◽  
Martin R. West ◽  
Michael D. Mrazek ◽  
...  
Keyword(s):  
Middle School ◽  
School Children ◽  
Mindfulness Training ◽  
Middle School Children ◽  
Fearful Faces ◽  
Amygdala Reactivity
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