scholarly journals Learning from Historical Documents: A Federal Genealogical Resources Workshop for Middle Schoolers

2018 ◽  
Vol 45 (4) ◽  
pp. 19
Author(s):  
Shalyn Rodriguez
Keyword(s):  
Middle School ◽  
Family History ◽  
Middle School Students ◽  
Federal Government ◽  
School Level ◽  
Historical Documents ◽  
School Students ◽  
School Project ◽  
Middle Schoolers ◽  
Account Information

Much of what makes up family history is first account information from family members. However, the federal government produces a plethora of genealogical documents that can be accessed on a number of government sources to help with researching family history. The tricky part can be finding government sources that are accessible at a middle school level. For this assignment, a workshop will be provided to teach middle school students how to find and utilize government resources while researching their family history for a school project.

scholarly journals Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

2015 ◽  
Author(s):  
Mary Anne Steinberg ◽  
Erica McCray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
The United States ◽  
School Students ◽  
Caring Teachers ◽  
Middle Schoolers ◽  
Basic Qualitative Study ◽  
School Learning ◽  
Real World Problems

This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want active classrooms, and students’ technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

Birthdays and the Binary System: A Magical Mixture

1997 ◽  
Vol 3 (1) ◽  
pp. 6-12
Author(s):  
Karen S. Karp ◽  
Robert N. Ronau
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Binary System ◽  
School Mathematics ◽  
School Level ◽  
Birth Date ◽  
School Students ◽  
Evaluation Standards ◽  
System A ◽  
Middle School Level

Middle school students rank their birthday as being the most important day of the year for them and one that they eagerly anticipate, according to an informal poll. Teachers can capitalize on this interest by engaging them in the mathematical birth-date activities described in this article. Applications and tasks that are relevant to students' lives have been shown to motivate students at the middle school level, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

scholarly journals Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem

2018 ◽  
Vol 20 (2) ◽  
pp. 133 ◽  
Author(s):  
Alison Cook-Sather ◽  
Anne Kenealy ◽  
Maurice Rippel ◽  
Julia Beyer
Keyword(s):  
College Students ◽  
Middle School ◽  
Middle School Students ◽  
School Teacher ◽  
Middle School Teacher ◽  
School Students ◽  
Middle Schoolers ◽  
College Professor ◽  
College Undergraduate

Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.

scholarly journals Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

2021 ◽  
Vol 10 (3) ◽  
pp. 1505-1514
Author(s):  
Yousef WardatAdeeb ◽  
Adeeb M. ◽  
George Stoica
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
United Arab Emirates ◽  
Set Theory ◽  
School Level ◽  
Equal Sign ◽  
School Students ◽  
Primary School Level

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

School Bullying Case Law: Frequency and Outcomes for School Level, Protected Status, and Bullying Actions

2016 ◽  
Vol 18 (2) ◽  
pp. 111-133 ◽  
Author(s):  
Diane M. Holben ◽  
Perry A. Zirkel
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Administrators ◽  
School Bullying ◽  
Gender Nonconformity ◽  
School Level ◽  
School Students ◽  
Professional Literature ◽  
Status Classification ◽  
Gender Based

Purpose: During the past decade, concern with student bullying incidents has increased. When schools do not halt bullying, victims increasingly choose litigation as a remedy. Although the professional literature identifies the pertinent factors associated with bullying victimization, the available legal analyses have not kept pace. To identify focus areas for preventing bullying litigation, this study quantifies the frequency and outcomes for bullying cases disaggregated by the victims’ school level, protected status classification, and types of bullying actions. Methodology: We analyzed the 239 student bullying court decisions for the 20-year period 1995–2014, identifying the outcomes for each specific legal claim as well as each victim’s school level, protected status classification, and the types of bullying actions. Outcomes were conclusive if the plaintiff or defendant decisively prevailed and inconclusive if additional legal action was required for resolution. The analysis identified the most plaintiff-favorable outcome for each case and disaggregated by these three variables. Findings: The frequency of bullying cases was highest among middle school students, students asserting gender-based claims, and students experiencing both verbal and physical bullying actions. Conclusive outcomes strongly favored district defendants. Conversely, claims based on perceived sexual orientation resulted in the highest rates of inconclusive outcomes. Implications: The pro-district outcomes skew suggests that school administrators should focus on bullying prevention as a matter of educational effectiveness. To the extent that legal defensibility is a significant factor, education leaders should focus their efforts on reducing bullying of middle school students and students displaying gender nonconformity.

scholarly journals Are Nutrition Standards for Beverages in Schools Associated with Healthier Beverage Intakes among Adolescents in the US?

Nutrients ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 75
Author(s):  
Jamie F. Chriqui ◽  
Julien Leider ◽  
Juliana F. W. Cohen ◽  
Marlene Schwartz ◽  
Lindsey Turner
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Secondary School Student ◽  
School Nutrition ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Cost Study

Under the U.S. Department of Agriculture’s Smart Snacks in School standards, beverages sold in schools are restricted to water, flavored or unflavored non-fat milk or unflavored low-fat milk (and milk alternatives), and 100% fruit and vegetable juices; and, at the high school level, diet (≤10 kcal), low-calorie (≤60 kcal), and caffeinated beverages may also be sold. Using data from the School Nutrition and Meal Cost Study, this study examined whether secondary school student beverage consumption was associated with school-level à la carte and vending machine beverage availability, controlling for district, school, and student characteristics. On average, most beverages sold in middle schools (84.54%) and high schools (74.11%) were Smart Snacks compliant; while 24.06 percent of middle school students and 14.64 percent of high school students reported consuming non-compliant beverages, including non-compliant milk, fruit drinks, and sports or energy drinks. School beverage availability was not related to consumption among middle school students; however, high school students were less likely to consume non-compliant beverages when enrolled in schools that sold a higher proportion of compliant beverages (Range: OR = 0.97–0.98, 95% CI = 0.95, 1.00). Findings from this study build upon prior research illustrating the role that schools can play in influencing student dietary intake.

scholarly journals Bullying: University Students Bring a Moral Perspective to Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 157
Author(s):  
May A. Webber
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Service Learning ◽  
University Students ◽  
Age Groups ◽  
School Level ◽  
School Students ◽  
Moral Perspective ◽  
Younger Age ◽  
Ethics Course

The prevalence of bullying and cyber-bullying in younger age groups has led to the inclusion of bullying in school-level curricula to address the seriousness of this issue and the prevention of these types of behavior. Higher education in its philosophy curricula can play a significant role in this regard as well. Proposed in this paper is an undergraduate ethics course Bullying and Moral Responsibility in which bullying is addressed from a moral perspective. This course has an academic-service learning component whereby this moral perspective is introduced to middle school students by university students. Peer learning of this sort might be of assistance in anti-bullying efforts.

scholarly journals Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers

2020 ◽  
Vol 10 (3) ◽  
pp. 88
Author(s):  
Suzanne F Lindt ◽  
Dittika Gupta
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Learning Goals ◽  
School Students ◽  
Middle Schoolers ◽  
Before And After ◽  
Efficacy Measure ◽  
Vicarious Experiences ◽  
The Impact

The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.

Influence of school-level variables on aggression and associated attitudes of middle school students

2011 ◽  
Vol 49 (5) ◽  
pp. 481-503 ◽  
Author(s):  
David B. Henry ◽  
Albert D. Farrell ◽  
Michael E. Schoeny ◽  
Patrick H. Tolan ◽  
Allison B. Dymnicki
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Level ◽  
School Students
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