Concurrent and Longitudinal Predictors of Self-Esteem in Elementary and Middle School Girls

ERIC Educational Resources Information Center

Kutob, Randa M.; Senf, Janet H.; Crago, Marjorie; Shisslak, Catherine M.

2010-01-01

Background: The purpose of this study was to analyze the effects of factors related to self-esteem, both cross-sectionally and longitudinally, among 2 cohorts of girls over a period of 4 years, from elementary through middle school. Methods: A multiethnic sample of 656 elementary school girls recruited from 13 schools in Hayward, CA, and Tucson,…

78 FR 36211 - Extension of Employment Authorization for Syrian F-1 Nonimmigrant Students Experiencing Severe...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-17

... graduate students, as well as elementary school, middle school, and high school students. The notice, however, applies differently to elementary school, middle school, and high school students (see the... school, and high school students in F-1 status?''). F-1 students covered by this notice who transfer to...

76 FR 33970 - Employment Authorization for Libyan F-1 Nonimmigrant Students Experiencing Severe Economic...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-10

... authorization, work an increased number of hours while school is in session, and reduce their course load while... students, as well as elementary school, middle school, and high school students. The notice, however, applies differently to elementary school, middle school, and high school students, as discussed in the...

Promoting Positive Achievement in the Middle School: A Look at Teachers' Motivational Knowledge, Beliefs, and Teaching Practices

ERIC Educational Resources Information Center

Haselhuhn, Charlotte W.; Al-Mabuk, Radhi; Gabriele, Anthony; Groen, Marc; Galloway, Sarah

2007-01-01

This study was prompted by previous research showing a decline in motivation as students transition from elementary to middle school. The decline in motivation may be associated with changes in the achievement goal structures of their classrooms and schools. This study describes a survey of 69 elementary and 28 middle school teachers that explored…

Elementary- and Middle-School Teachers' Reasoning about Intervening in School Violence: An Examination of Violence-Prone School Subcontexts.

ERIC Educational Resources Information Center

Behre, William J.; Astor, Ron Avi; Meyer, Heather Ann

2001-01-01

Compares middle-school and elementary school teachers' reasoning about their professional roles when violence occurs in school subcontexts such as hallways, cafeterias, and playgrounds. Uses concepts from urban planning, architecture, criminology, and cognitive developmental domain theory to explore teachers' moral attitudes toward school…

Reading skills of students with speech sound disorders at three stages of literacy development.

PubMed

Skebo, Crysten M; Lewis, Barbara A; Freebairn, Lisa A; Tag, Jessica; Avrich Ciesla, Allison; Stein, Catherine M

2013-10-01

The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

PubMed Central

Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2015-01-01

Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

Transitions between subclasses of bullying and victimization when entering middle school.

PubMed

Williford, Anne; Boulton, Aaron J; Jenson, Jeffrey M

2014-01-01

We examined the effects of depressive symptoms, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from late elementary (4th grade to 5th grade) to middle school (6th grade) among 1,077 students who participated in the Youth Matters (YM) bullying prevention trial. Latent transition analysis was used to establish classes of bullying, victimization, bully-victimization, and uninvolvement. The intervention had a positive impact on children as they moved from elementary to middle school. More students in the YM group transitioned from the involved statuses to the uninvolved status than students in the control group during the move to middle school. Elementary school bullies with higher levels of depressive symptoms were less likely than other students to move to an uninvolved status in the first year of middle school. Students who held greater antisocial attitudes were more likely to be a member of the bully-victim status than the uninvolved status during the move to middle school. Perspective-taking empathy, however, was not a significant predictor of status change during the transition to middle school. Implications for school-based prevention programs during the move to middle school are noted. © 2013 Wiley Periodicals, Inc.

Preservice Elementary and Middle School Teachers' Conceptions of Algebra Revealed through the Use of Exemplary Curriculum Materials.

ERIC Educational Resources Information Center

Stump, Sheryl; Bishop, Joyce

One of the greatest challenges for mathematics teacher educators committed to reforming and improving mathematics education is to help preservice elementary and middle school teachers develop an appreciation for algebraic reasoning. Preservice teachers' views of algebra are typically derived from their experiences in middle school and high school…

Are middle schools harmful? The role of transition timing, classroom quality and school characteristics.

PubMed

Holas, Igor; Huston, Aletha C

2012-03-01

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.

Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate

ERIC Educational Resources Information Center

Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Chen, Chun; Dowdy, Erin

2018-01-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying…

A Study of the Relationship between the Developmental Assets Framework and the Academic Success of At-Risk Elementary to Middle School Transitioning Students

ERIC Educational Resources Information Center

Jackson, Courtney

2010-01-01

The transitional period between elementary and middle school remains an area of concern for educators. Many middle schools are plagued with retention issues, core class failures, increased discipline problems, and decreased attendance rates among students during their transitional period. The issues increase for students labeled as at-risk…

Teaching about the Middle East in Elementary Schools.

ERIC Educational Resources Information Center

Marek, Rosanne J.

1983-01-01

Most elementary teachers are inadequately prepared to teach about the Middle East. The situation is exacerbated by the fact that elementary texts dehumanize Middle Eastern peoples by reducing them to mere caricatures. Needed are the involvement of Middle Eastern studies experts in writing textbooks and the improvement of teacher's manuals. (RM)

Transitions from Elementary to Middle School Math

ERIC Educational Resources Information Center

Schielack, Janie; Seeley, Cathy L.

2010-01-01

In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary…

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools

ERIC Educational Resources Information Center

McEnroe, James D.

2010-01-01

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

High Dropout Rate among Elementary and Middle School Students in Changed Prefecture.

ERIC Educational Resources Information Center

Yan, Weizhi; Chen, Benxiang

1989-01-01

Examines the high dropout rate among elementary and middle school students in Changed Prefecture. Lists and discusses four factors that contribute to this situation. Describes student attitudes toward school: studying is useless, excessive amounts of school work are given, misunderstandings concerning job placement exist, and tuition is high. (KO)

Perceived School Climate across the Transition from Elementary to Middle School

ERIC Educational Resources Information Center

Madjar, Nir; Cohen-Malayev, Maya

2016-01-01

The implications of the transition from elementary to middle school are of major concern for educators and researchers worldwide. Previous studies have yielded ambiguous findings; some have indicated negative outcomes of school transition, whereas others have demonstrated null or even positive effects. The aim of the current research was to…

Eastern Kentucky Teacher and Administrative Stress

ERIC Educational Resources Information Center

Wright, Sam; Ballestero, Victor

2011-01-01

The purpose of this research was to survey selected Eastern Kentucky Principals (Elementary, Middle, and High School) to collect data about stress in public schools. A stress survey (Appendix C) was sent to randomly selected elementary, middle, and high school principals located in the Eastern Kentucky region serviced by Morehead State University…

Teaching College Physics at the Local Elementary School

NASA Astrophysics Data System (ADS)

Hagedorn, Eric A.

2006-12-01

For several years physics faculty at the University of Texas at El Paso (UTEP) have taught physics to pre-service elementary and middle school teachers in an unusual location: the local elementary school! The participating pre-service elementary and middle school teachers are typically in their last semester and are fully immersed in their internships (called "student teaching" elsewhere. See Fig. 1). Rather than bringing the students back to campus for class during four of their field semesters, UTEP sends education, mathematics, and physics faculty out to the schools as part of what is referred to as the "field-based program" (FBP) even though some of this program occurs on campus.

Parent Involvement and Science Achievement during Students' Transition Years from Elementary School to Middle School: A Cross-Lagged Panel Analysis Using ECLS-K

ERIC Educational Resources Information Center

Sun, Letao

2015-01-01

Transitioning from elementary school to middle school can be a difficult time for many adolescents. It is a period often correlated with a decline in students' academic achievement, perceptions of performance, potential, and value in schooling. Research has shown evidence that parents' involvement in their children's education significantly…

Character Education as a Bridge from Elementary to Middle School: A Case Study of Effective Practices and Processes

ERIC Educational Resources Information Center

Khoury, Ruba

2017-01-01

This qualitative single-case study illuminates the significance of effective character education implementation during elementary school years as students transition into middle school. The researcher conducted the study in an American school that consisted of two divisions: K-6 lower division and 7-12 upper division. The lower-school division was…

Perceived Norms and Social Values to Capture School Culture in Elementary and Middle School

ERIC Educational Resources Information Center

Galvan, Adriana; Spatzier, Agnieszka; Juvonen, Jaana

2011-01-01

The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social…

Transitioning from Elementary School to Middle School: The Ecology of Black Males' Behavior

ERIC Educational Resources Information Center

Mundy, Alma Christienne

2014-01-01

The purpose of this mixed method study is to explain the ecology Black males experience as they transition from elementary school to middle school in terms of behavior. The Black male graduation rate is well below 50% nationally (Orfield, Losen, Wald, & Swanson, 2004; Schott Foundation for Public Education, 2010). Graduating from high school…

Race/Ethnicity and Social Capital among Middle- and Upper-Middle-Class Elementary School Families: A Structural Equation Model

ERIC Educational Resources Information Center

Caldas, Stephen J.; Cornigans, Linda

2015-01-01

This study used structural equation modeling to conduct a first and second order confirmatory factor analysis (CFA) of a scale developed by McDonald and Moberg (2002) to measure three dimensions of social capital among a diverse group of middle- and upper-middle-class elementary school parents in suburban New York. A structural path model was…

The Scary World of Middle School: How to Be Sure Your Kids Are Ready

ERIC Educational Resources Information Center

Adams, Caralee

2008-01-01

Middle school, which is generally thought of as sixth to eighth grades, is not easy for anybody. It is a rough time to be a student, and a tough age to teach. Teachers are expected to ease the transition of students from elementary to middle school. However, if you are an elementary teacher, you may not know what kids will be facing in middle…

Changes in Student Science Interest from Elementary to Middle School

ERIC Educational Resources Information Center

Coutts, Trudi E.

2012-01-01

This study is a transcendental phenomenological study that described the experience of students' interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change…

Perceived Musculoskeletal Discomfort among Elementary, Middle, and High School String Players

ERIC Educational Resources Information Center

Russell, Joshua A.; Benedetto, Rachel L.

2014-01-01

The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary (n = 101), middle school (n = 97), and high school (n = 159) students participated in the study by…

Too Good for Violence. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Too Good for Violence" promotes character values, social-emotional skills, and healthy beliefs of elementary and middle school students. The program includes seven lessons per grade level for elementary school (K-5) and nine lessons per grade level for middle school (6-8). All lessons are scripted and engage students through…

Program Quality Review Training Materials for Elementary and Middle School Levels. Overhead Transparencies, Readings, Handouts, Samples of Student Work.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of School Improvement.

This guidebook contains training materials to be used by California elementary and middle-level schools in conducting the Program Quality Review (PQR). The PQR process of curriculum self-review enables the school community to focus, through extensive discussion, on how the school's curriculum and instruction can be improved so that all students…

The Michigan Context and Performance Report Card: Public Elementary and Middle Schools, 2015

ERIC Educational Resources Information Center

Spalding, Audrey; DeGrow, Ben

2016-01-01

This is the Mackinac Center's fourth school report card and covers elementary and middle schools. A similar report card was published in 2013, and this edition includes two years' worth of new data. A unique characteristic of this report card is that takes into consideration the "context" of a school when assessing its performance.…

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School.

PubMed

Birkley, Erica L; Zapolski, Tamika C B; Smith, Gregory T

2015-09-01

The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process.

Racial Differences in the Transactional Relationship Between Depression and Alcohol Use From Elementary School to Middle School

PubMed Central

Birkley, Erica L.; Zapolski, Tamika C. B.; Smith, Gregory T.

2015-01-01

Objective: The aim of this investigation was to test hypothesized reverse prospective relationships between alcohol consumption and depressive symptomatology as a function of race among youth. Method: In a two-wave prospective study, 328 European American, 328 African American, and 144 Hispanic American youth were studied at the end of fifth grade (last year of elementary school) and the end of sixth grade (first year of middle school). Results: A positive correlation was observed between alcohol consumption and depressive symptoms among all youth. However, the predictive relationship differed based on race. For European American and Hispanic American youth, depressive symptom levels at the end of elementary school predicted alcohol consumption at the end of the first year of middle school, but the converse relationship was not observed. For African American youth, the opposite pattern was found. Alcohol consumption at the end of elementary school predicted depressive symptom levels at the end of the first year of middle school, and the converse relationship was not observed. Conclusions: These findings suggest the possibility that etiological relationships between depression and alcohol use vary by race, thus highlighting the importance of considering race when studying the risk process. PMID:26402361

Students to Race Solar-Powered Model Cars

Science.gov Websites

hotel and the NREL Visitors Center. The SERF is the silver-colored building one-eighth mile past the teams Eagle Valley Middle School Two teams Fountain Middle School One team Hayden Middle School Two teams Kunsmiller Middle School One team Little Elementary Two teams Lyons Middle School Two teams Maple

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support an existing school-based mentoring program to assist at-risk middle school students with the transition from middle school to high school.

THOMAS, 111th Congress

Rep. Carson, Andre [D-IN-7

2010-07-15

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Preservice Teachers' Understanding of Variable

ERIC Educational Resources Information Center

Brown, Sue; Bergman, Judy

2013-01-01

This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

Dillard Drive Middle & Elementary School, Raleigh, North Carolina.

ERIC Educational Resources Information Center

Design Cost Data, 2001

2001-01-01

Presents design features of the Dillard Drive Middle & Elementary School (North Carolina) that incorporates daylighting in the majority of the classrooms, the gymnasium, dining room, and media center. The design also uses advanced lighting controls, fiber optic networking, automatic environmental controls, and an energy management system that…

Middle school students' beliefs about matter

NASA Astrophysics Data System (ADS)

Nakhleh, Mary B.; Samarapungavan, Ala; Saglam, Yilmaz

2005-05-01

The objective of this study was to examine middle school students' developing understanding of the nature of matter and to compare middle school students' ideas to those of elementary schools students, as was done by Nakhleh and Samarapungavan [J Res Sci Teach 36(7):777-805, 1999]. Nine middle school students were interviewed using a scripted, semistructured interview. The interview probed students' understanding of the composition and particulate (atomic/molecular) structure of a variety of material substances; the relationship between particulate structure and macroscopic properties such as fluidity and malleability; as well as understanding of processes such as phase transition and dissolving. The results indicate that most of the middle school students interviewed knew that matter was composed of atoms and molecules and some of them were able to use this knowledge to explain some processes such as phase transitions of water. In contrast, almost no elementary students knew that matter was composed of atoms and molecules. However, the middle school students were unable to consistently explain material properties or processes based on their knowledge of material composition. In contrast to elementary school students, who had scientifically inaccurate but relatively consistent (macrocontinuous or macroparticulate) knowledge frameworks, the middle school students could not be classified as having consistent knowledge frameworks because their ideas were very fragmented. The fragmentation of middle school students' ideas about matter probably reflects the difficulty of assimilating the microscopic level scientific knowledge acquired through formal instruction into students' initial macroscopic knowledge frameworks.

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

Methods and Resources for Elementary and Middle-School Social Studies.

ERIC Educational Resources Information Center

Stockard, James W., Jr.

Designed for preservice elementary and/or middle school teachers, this methods and resources volume compiles well-researched information on social studies education. It uses the standards recommended by the National Council for the Social Studies (NCSS) as a foundation, thoroughly discussing the core disciplines and thematic strands. The book…

Video Projects for Elementary and Middle Schools.

ERIC Educational Resources Information Center

Kyker, Keith; Curchy, Christopher

With step-by-step plans for 25 creative curriculum-based video projects, this project guide for elementary and middle school educators facilitates video production. Activities that span the curriculum increase student knowledge in a variety of subjects while building video production skills and putting students in an active role with television.…

Technology Enhanced Elementary and Middle School Science (TEEMSS). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Technology Enhanced Elementary and Middle School Science" ("TEEMSS") is a physical science curriculum for grades 3-8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with computers, gather and analyze…

Counselor Perceptions: Let Us Do Our Job!

ERIC Educational Resources Information Center

Benigno, Stephen

2017-01-01

Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention…

Metacognition: Metacognitive Skills and Strategies in Young Readers.

ERIC Educational Resources Information Center

Warian, Christine

A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both…

Inservice Elementary and Middle School Teachers' Conceptions of Photosynthesis and Respiration

ERIC Educational Resources Information Center

Krall, Rebecca McNall; Lott, Kimberly H.; Wymer, Carol L.

2009-01-01

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was…

Elementary/Middle School Keyboarding Strategies Guide.

ERIC Educational Resources Information Center

National Business Education Association, Reston, VA.

Developed through a cooperative effort of many teachers and researchers, this guide is intended to supplement existing elementary and middle school materials on keyboarding. The guide contains sections that are designed for stand-alone use. Topics cover a wide range of strategies, including teaching special needs students. The U.S. Postal Service…

Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey

ERIC Educational Resources Information Center

Hart, Katie C.; Fabiano, Gregory A.; Evans, Steven W.; Manos, Michael J.; Hannah, Jane N.; Vujnovic, Rebecca K.

2017-01-01

This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools.…

Urban Forestry Laboratory Exercises for Elementary, Middle and High School Students.

ERIC Educational Resources Information Center

Kupkowski, Gary; And Others

The curriculum in this program has been developed for the elementary, middle, and high school levels. Each level builds on the other, and forms a "thread of skills" that are upgraded at each level. The program is divided into two components. The first component is for the development of a school arboretum, tree walk, and herbarium. The second…

Middle School Students' Beliefs about Matter

ERIC Educational Resources Information Center

Nakhleh, Mary B.; Samarapungavan, Ala; Saglam, Yilmaz

2005-01-01

The objective of this study was to examine middle school students' developing understanding of the nature of matter and to compare middle school students' ideas to those of elementary schools students, as was done by Nakhleh and Samarapungavan ["J Res Sci Teach" 36(7):777-805, 1999]. Nine middle school students were interviewed using a scripted,…

The Challenge of Counseling in Middle Schools.

ERIC Educational Resources Information Center

O'Rourke, Kathleen, Ed.

This book of readings presents 33 articles that address topics of importance to counselors who serve middle school students. It was written for counselors already working in middle schools and for individuals who are preparing for careers as middle school counselors. The book will also benefit both elementary school counselors who help children…

African American Girls' Perceptions of Their Adjustment from Coeducational Elementary Schools to a Single-Gender Middle School, and How They Believe Educators Can Best Support This Transition: A Case Study

ERIC Educational Resources Information Center

Presley, Christal L.

2009-01-01

his qualitative and quantitative study investigated student perceptions of seventh-grade African American females who transitioned from a coeducational elementary school to a single-gender middle school. This study was conducted by surveying students, having them answer writing prompts, and interviewing them. Data furnished by the respondents was…

"I Wish Everyone Had a Library Like This": Year 2 Report on the Baltimore Elementary and Middle School Library Project

ERIC Educational Resources Information Center

Sheldon, Steven B.; Davis, Marcia H.

2015-01-01

This report focuses on the opening of new school libraries and their impact on schools, teachers and students after two years of implementation of the Baltimore Elementary and Middle School Library Project (Library Project). The findings build on the first report of this project and show that it is not just new facilities, but also the added…

Salt content of school meals and comparison of perception related to sodium intake in elementary, middle, and high schools.

PubMed

Ahn, Sohyun; Park, Seoyun; Kim, Jin Nam; Han, Sung Nim; Jeong, Soo Bin; Kim, Hye-Kyeong

2013-02-01

Excessive sodium intake leading to hypertension, stroke, and stomach cancer is mainly caused by excess use of salt in cooking. This study was performed to estimate the salt content in school meals and to compare differences in perceptions related to sodium intake between students and staffs working for school meal service. We collected 382 dishes for food from 24 schools (9 elementary, 7 middle, 8 high schools) in Gyeonggi-do and salt content was calculated from salinity and weight of individual food. The average salt content from elementary, middle, and high school meals were 2.44 g, 3.96 g, and 5.87 g, respectively. The amount of salt provided from the school lunch alone was over 80% of the recommended daily salt intake by WHO. Noodles, stews, sauces, and soups were major sources of salt intake at dish group level, while the most salty dishes were sauces, kimchies, and stir-fried foods. Dietary knowledge and attitude related to sodium intake and consumption frequency of the salty dishes were surveyed with questionnaire in 798 students and 256 staffs working for school meal service. Compared with the staffs, the students perceived school meals salty and the proportions of students who thought school meals were salty increased with going up from elementary to high schools (P < 0.001). Among the students, middle and high school students showed significant propensity for the preference to one-dish meal, processed foods, eating much broth and dipping sauce or seasoning compared with the elementary students, although they had higher nutrition knowledge scores. These results proposed that monitoring salt content of school meals and consideration on the contents and education methods in school are needed to lower sodium intake.

In the Beginning of the Middle: Curriculum Considerations for Middle School General Music

ERIC Educational Resources Information Center

Giebelhausen, Robin

2015-01-01

Middle school general music is an experience that numerous music educators feel underprepared to teach. Because many undergraduate programs spend little time on this teaching scenario and because the challenges of middle school general music are different from those of elementary general music or middle school ensembles, teachers often lack the…

Elementary and middle school science improvement project

NASA Technical Reports Server (NTRS)

Mcguire, Saundra Y.

1989-01-01

The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.

Are Middle Schools More Effective

ERIC Educational Resources Information Center

Bedard, Kelly; Do, Chan

2005-01-01

While nearly half of all school districts have adopted middle schools, there is little quantitative evidence of the efficacy of this educational structure. We estimate the impact of moving from a junior high school system, where students stay in elementary school longer, to a middle school system for on-time high school completion. This is a…

Social Studies: Appendix for Elementary, Middle, and High School Guides for Teaching about Human Rights.

ERIC Educational Resources Information Center

Detroit Public Schools, MI. Dept. of Curriculum Development Services.

Seventy documents including primary source materials, simulations, mock trials, short stories, vignettes, and statistical data are provided for the implementation of the elementary, middle, and high school human rights curriculum. Original documents include: (1) the Universal Declaration of Human Rights; (2) the Declaration of the Rights of the…

NCLB Presents Middle School Complications

ERIC Educational Resources Information Center

Keller, Bess

2004-01-01

In this article, the author reports how the "highly qualified" provision of the No Child Left Behind Act affected middle-grades teachers far more than teachers at the elementary and high school levels. Under the federal law, teachers beyond the elementary grades who were in the classroom two years ago may show their knowledge of academic…

"A Library They Deserve": The Baltimore Elementary and Middle School Library Project

ERIC Educational Resources Information Center

Sheldon, Steven B.; Davis, Marcia H.; Connolly, Faith

2014-01-01

The Harry and Jeanette Weinberg Foundation has partnered with Baltimore Education Research Consortium (BERC) to complete a series of reports examining the implementation and impact of the Baltimore Elementary and Middle School Library Project (Library Project). This report on the first year of the project examines the experiences of the…

Self-Efficacy Ratings of Technology Proficiency among Teachers in Mexico and Texas

ERIC Educational Resources Information Center

Morales, Cesareo; Knezek, Gerald; Christensen, Rhonda

2008-01-01

The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to 978 elementary and middle school teachers from Mexico City, and 932 elementary and middle school teachers from the Dallas, Texas, metroplex in the USA, in order to examine self-efficacy similarities and differences for technology proficiency self-appraisals in a…

Introduction to Computers in Education for Elementary and Middle School Teachers.

ERIC Educational Resources Information Center

Moursund, David

Designed to help elementary and middle school teachers increase their level of computer-education literacy, this book discusses the capabilities, limitations, applications, and possible impact of computers in education. Chapter 1 briefly defines what a computer is and explains the book's goals and applications. Chapter 2 provides a technical…

Art Teaching: Elementary through Middle School

ERIC Educational Resources Information Center

Szekely, George; Bucknam, Julie Alsip

2011-01-01

"Art Teaching" speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique…

Videos for Teachers: Successful Teaching Strategies in Elementary and Middle School Classrooms. [CD-ROM].

ERIC Educational Resources Information Center

Teachers Network, New York, NY.

This CD-ROM provides information on successful teaching strategies for elementary and middle school teachers. One section offers links to curriculum and lesson planning strategies in the areas of English as a Second Language, library, arts, classroom management, English/language arts, foreign languages, global education, health/physical education,…

Teaching and Learning K-8 Mathematics and Science through Inquiry: Program Reviews and Recommendations.

ERIC Educational Resources Information Center

Linn, Marcia C.; Kessel, Cathy; Lee, Kristen; Levenson, Janet; Spitulnik, Michelle; Slotta, James D.

This report offers guidance for those shaping policy and designing elementary and middle school science and mathematics courses that prepare students to be lifelong users of scientific and mathematical ideas. We have reviewed programs designed to improve elementary and middle school students' understanding of science and mathematics by…

Commonalities and Differences in Teacher Leadership at the Elementary, Middle, and High School Levels.

ERIC Educational Resources Information Center

Stone, Mary; And Others

This paper reports the findings of three integrated studies initiated by principal/researchers in an elementary, middle, and high school. The purpose of integrating the studies was to compare and contrast teacher leadership in the following areas: characteristics of teacher leadership, motivation for teachers to assume leadership roles, supports…

An Electrifying Quiz! Constructing a Printed-Circuit Board Quiz Game

ERIC Educational Resources Information Center

Calhoun, Michael J.

2005-01-01

Laptop computers, cell phones and the Apple iPod all contain transistors, IC chips, capacitors, and other electronic components. To the general public--and especially students in upper elementary and middle school grades--these components are most often very mysterious items. Yet, it is at elementary and middle school levels that scientists and…

Middle School Handbook.

ERIC Educational Resources Information Center

Finks, Harry

The middle school provides a planned transition from childhood to young adulthood: it moves a student from the protective nurture of elementary school to the more depersonalized high school setting gradually, sensitively, and by design. Composed of the ideas from middle school education that each of the educators who choose this wonderful level of…

Noncognitive Factors in an Elementary School-Wide Model of Arts Integration

ERIC Educational Resources Information Center

Simpson Steele, Jamie

2016-01-01

Pomaika'i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students,…

School Attendance, Absenteeism, and Student Success. Research Brief

ERIC Educational Resources Information Center

Oregon Department of Education, 2015

2015-01-01

Oregon Department of Education staff spoke with principals from five Oregon schools that had low rates of chronic absenteeism compared to schools with similar demographics during the 2014-15 school year: Echo Shaw Elementary School, Free Orchards Elementary School, Dayton Junior High School, Valor Middle School, and North Marion High School. Each…

Play Dough Economics: Motivating Activities for Teaching Economics to Elementary and Middle School Students.

ERIC Educational Resources Information Center

Day, Harlan R.

Economic literacy is important because economics is such an integral part of daily existence. Individuals who understand basic economic concepts will be better equipped to make the important decisions that effective citizenship requires. The 15 economics lessons in this booklet are designed for elementary and middle school students. Each lesson…

The Trajectory of Elementary and Middle School Students' Perceptions of the Concept of History

ERIC Educational Resources Information Center

Altun, Adnan

2014-01-01

The current study aims to reveal the trajectory (change) of the perception of the concept of history during elementary and middle school years through students' responses to the question, "What is history in your opinion?" The cross-sectional research design was the preferred method to provide stronger opportunity for the current study…

Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach. Second Edition

ERIC Educational Resources Information Center

Buxton, Cory A.; Provenzo, Eugene F., Jr.

2010-01-01

Featuring an increased emphasis on the way today's changing science and technology is shaping our culture, this Second Edition of "Teaching Science in Elementary and Middle School" provides pre- and in-service teachers with an introduction to basic science concepts and methods of science instruction, as well as practical strategies for the…

Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Dietrichson, Jens; Bøg, Martin; Filges, Trine; Klint Jørgensen, Anne-Marie

2017-01-01

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured…

Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies.

ERIC Educational Resources Information Center

Alper, Sandra; And Others

1996-01-01

This article describes models and methods of advocacy for families of children with disabilities in elementary and middle school, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Issues for parents during these years are discussed, as are the role and needs of siblings. Advocacy is seen as a dynamic…

Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students.

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce, Ed.; Johnson, Dana T., Ed.; Boyce, Linda Neal, Ed.

This book provides ideas and strategies for developing verbal talents in elementary and middle school students. Chapters include: (1) "The Process of Talent Development" (Joyce VanTassel-Baska); (2) "Talent Identification and Development in the Language Arts" (A. Harry Passow); (3) "Reading, Writing, and the Construction of Meaning" (Nancy Nelson…

Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

ERIC Educational Resources Information Center

Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

2013-01-01

This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

Increasing Reading Motivation in Elementary and Middle School Students through the Use of Multiple Intelligences

ERIC Educational Resources Information Center

Buschick, Mary E.; Shipton, Tracey A.; Winner, Laurie M.; Wise, Melissa D.

2007-01-01

The problem is that with each passing year it becomes increasingly harder to maintain student motivation to read and improve reading comprehension. The purpose of this project was to increase reading motivation in elementary and middle school students through the use of multiple intelligences. This project was conducted by four teacher researchers…

Digital Fabrication as an Instructional Technology for Supporting Upper Elementary and Middle School Science and Mathematics Education

ERIC Educational Resources Information Center

Tillman, Daniel

2012-01-01

The purpose of this three-paper manuscript dissertation was to study digital fabrication as an instructional technology for supporting elementary and middle school science and mathematics education. Article one analyzed the effects of digital fabrication activities that were designed to contextualize mathematics education at a summer mathematics…

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

ERIC Educational Resources Information Center

Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

State but not district nutrition policies are associated with less junk food in vending machines and school stores in US public schools.

PubMed

Kubik, Martha Y; Wall, Melanie; Shen, Lijuan; Nanney, Marilyn S; Nelson, Toben F; Laska, Melissa N; Story, Mary

2010-07-01

Policy that targets the school food environment has been advanced as one way to increase the availability of healthy food at schools and healthy food choice by students. Although both state- and district-level policy initiatives have focused on school nutrition standards, it remains to be seen whether these policies translate into healthy food practices at the school level, where student behavior will be impacted. To examine whether state- and district-level nutrition policies addressing junk food in school vending machines and school stores were associated with less junk food in school vending machines and school stores. Junk food was defined as foods and beverages with low nutrient density that provide calories primarily through fats and added sugars. A cross-sectional study design was used to assess self-report data collected by computer-assisted telephone interviews or self-administered mail questionnaires from state-, district-, and school-level respondents participating in the School Health Policies and Programs Study 2006. The School Health Policies and Programs Study, administered every 6 years since 1994 by the Centers for Disease Control and Prevention, is considered the largest, most comprehensive assessment of school health policies and programs in the United States. A nationally representative sample (n=563) of public elementary, middle, and high schools was studied. Logistic regression adjusted for school characteristics, sampling weights, and clustering was used to analyze data. Policies were assessed for strength (required, recommended, neither required nor recommended prohibiting junk food) and whether strength was similar for school vending machines and school stores. School vending machines and school stores were more prevalent in high schools (93%) than middle (84%) and elementary (30%) schools. For state policies, elementary schools that required prohibiting junk food in school vending machines and school stores offered less junk food than elementary schools that neither required nor recommended prohibiting junk food (13% vs 37%; P=0.006). Middle schools that required prohibiting junk food in vending machines and school stores offered less junk food than middle schools that recommended prohibiting junk food (71% vs 87%; P=0.07). Similar associations were not evident for district-level polices or high schools. Policy may be an effective tool to decrease junk food in schools, particularly in elementary and middle schools. Copyright 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

State but not District Nutrition Policies Are Associated with Less Junk Food in Vending Machines and School Stores in US Public Schools

PubMed Central

KUBIK, MARTHA Y.; WALL, MELANIE; SHEN, LIJUAN; NANNEY, MARILYN S.; NELSON, TOBEN F.; LASKA, MELISSA N.; STORY, MARY

2012-01-01

Background Policy that targets the school food environment has been advanced as one way to increase the availability of healthy food at schools and healthy food choice by students. Although both state- and district-level policy initiatives have focused on school nutrition standards, it remains to be seen whether these policies translate into healthy food practices at the school level, where student behavior will be impacted. Objective To examine whether state- and district-level nutrition policies addressing junk food in school vending machines and school stores were associated with less junk food in school vending machines and school stores. Junk food was defined as foods and beverages with low nutrient density that provide calories primarily through fats and added sugars. Design A cross-sectional study design was used to assess self-report data collected by computer-assisted telephone interviews or self-administered mail questionnaires from state-, district-, and school-level respondents participating in the School Health Policies and Programs Study 2006. The School Health Policies and Programs Study, administered every 6 years since 1994 by the Centers for Disease Control and Prevention, is considered the largest, most comprehensive assessment of school health policies and programs in the United States. Subjects/setting A nationally representative sample (n = 563) of public elementary, middle, and high schools was studied. Statistical analysis Logistic regression adjusted for school characteristics, sampling weights, and clustering was used to analyze data. Policies were assessed for strength (required, recommended, neither required nor recommended prohibiting junk food) and whether strength was similar for school vending machines and school stores. Results School vending machines and school stores were more prevalent in high schools (93%) than middle (84%) and elementary (30%) schools. For state policies, elementary schools that required prohibiting junk food in school vending machines and school stores offered less junk food than elementary schools that neither required nor recommended prohibiting junk food (13% vs 37%; P = 0.006). Middle schools that required prohibiting junk food in vending machines and school stores offered less junk food than middle schools that recommended prohibiting junk food (71% vs 87%; P = 0.07). Similar associations were not evident for district-level polices or high schools. Conclusions Policy may be an effective tool to decrease junk food in schools, particularly in elementary and middle schools. PMID:20630161

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

PubMed

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

PubMed Central

Hughes, Jan N.; Im, MyungHee; Kwok, Oi-man; Cham, Heining; West, Stephen G.

2014-01-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students. PMID:26347591

The role of anxiety symptoms in school performance in a community sample of children and adolescents

PubMed Central

Mazzone, Luigi; Ducci, Francesca; Scoto, Maria Cristina; Passaniti, Eleonora; D'Arrigo, Valentina Genitori; Vitiello, Benedetto

2007-01-01

Background Anxiety symptoms are relatively common among children and adolescents and can interfere with functioning. The prevalence of anxiety and the relationship between anxiety and school performance were examined among elementary, middle, and high school students. Methods Samples of elementary (N = 131, age 8–10 years), middle (N = 267, age 11–13 years), and high school (N = 80, age 14–16 years) children were recruited from four public schools in a predominantly middle-class community in Catania, Italy. Children completed the Multidimensional Anxiety Scale for Children (MASC). T-scores were computed for the MASC total scores, and considered to be in the anxious range if 65 or above. Current academic grades were obtained from school records. Results Of the 478 children, 35 (7.3%) had a MASC T-score in the anxious range. The rate of children in the anxious range was 2.3% in elementary, 7.9% in middle, and 15.9% in high school (χ2 = 7.8, df = 2, p < 0.05), and was 14.1% among students with insufficient grades, 9.4% among those with sufficient grades, and 3.9% among those with good or very good grades (χ2 = 11.68, df = 2, p < 0.01). Conclusion In this community sample of children and adolescents attending elementary through high school, the prevalence of abnormally high self-reported levels of anxiety increased in frequency with age and was negatively associated with school performance. PMID:18053257

The role of anxiety symptoms in school performance in a community sample of children and adolescents.

PubMed

Mazzone, Luigi; Ducci, Francesca; Scoto, Maria Cristina; Passaniti, Eleonora; D'Arrigo, Valentina Genitori; Vitiello, Benedetto

2007-12-05

Anxiety symptoms are relatively common among children and adolescents and can interfere with functioning. The prevalence of anxiety and the relationship between anxiety and school performance were examined among elementary, middle, and high school students. Samples of elementary (N = 131, age 8-10 years), middle (N = 267, age 11-13 years), and high school (N = 80, age 14-16 years) children were recruited from four public schools in a predominantly middle-class community in Catania, Italy. Children completed the Multidimensional Anxiety Scale for Children (MASC). T-scores were computed for the MASC total scores, and considered to be in the anxious range if 65 or above. Current academic grades were obtained from school records. Of the 478 children, 35 (7.3%) had a MASC T-score in the anxious range. The rate of children in the anxious range was 2.3% in elementary, 7.9% in middle, and 15.9% in high school (chi2 = 7.8, df = 2, p < 0.05), and was 14.1% among students with insufficient grades, 9.4% among those with sufficient grades, and 3.9% among those with good or very good grades (chi2 = 11.68, df = 2, p < 0.01). In this community sample of children and adolescents attending elementary through high school, the prevalence of abnormally high self-reported levels of anxiety increased in frequency with age and was negatively associated with school performance.

The Role of Executive Function in Children’s Competent Adjustment to Middle School

PubMed Central

Jacobson, Lisa A.; Williford, Amanda P.; Pianta, Robert C.

2012-01-01

Executive function (EF) skills play an important role in children’s cognitive and social functioning. These skills develop throughout childhood, concurrently with a number of developmental transitions and challenges. One of these challenges is the transition from elementary into middle-level schools, which has the potential to significantly disrupt children’s academic and social trajectories. However, little is known about the role of EF in children’s adjustment during this transition. This study investigated the relation between children’s EF skills, assessed both before and during elementary school, and sixth grade academic and social competence. In addition, the influences of the type of school setting attended in sixth grade on children’s academic and behavioral outcomes were examined. EF assessed prior to and during elementary school significantly predicted sixth grade competence, as rated by teachers and parents, in both academic and social domains, after controlling for background characteristics. The interactions between type of school setting and EF skills were significant: parents tended to report more behavioral problems and less regulatory control in children with weaker EF skills who were attending middle school. In contrast, teachers reported greater academic and behavioral difficulty in students with poorer EF attending elementary school settings. In conclusion, children’s performance-based EF skills significantly affect adjustment to the academic and behavioral demands of sixth grade, with parent report suggesting greater difficulty for children with poorer EF in settings where children are provided with less external supports (e.g., middle school). PMID:21246422

Middle School Configuration Relationship with Eighth Grade Achievement with Administrator Perceptions of Strengths and Weaknesses

ERIC Educational Resources Information Center

Billings, Tawny J.

2014-01-01

This mixed-method research study sought to investigate the relationship between middle school configuration and the academic achievement of eighth grade students in English Language Arts (ELA) and Algebra 1. The California Content Standards exam scores of 646 elementary middle schools (K-8) and 1,282 traditional middle schools (6-8, 7-8) in…

Major Curriculum Units in Black History for Elementary & Junior High/Middle School Teachers

ERIC Educational Resources Information Center

Burton, Warren H.; And Others

This publication outlines the role of the blacks in U.S. history. It is intended as an aid to elementary, middle, and junior high school teachers. The outline is organized by the following areas: The Role of the Negro in American History (1422-1790); Exploration and Colonization (1450-1763); Significant Events (1781-1796); (1796-1850);…

Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

ERIC Educational Resources Information Center

Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie

2014-01-01

This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…

Metrics for Elementary and Middle Schools: The Curriculum Series.

ERIC Educational Resources Information Center

Kurtz, V. Ray

This book is designed for teachers in elementary and middle schools who need explanations of problems and questions concerning the metric system and a source of classroom activities to aid in teaching the metric system. The book is divided into three parts. The first part is a primer of information designed to help a teacher in answering the many…

Helping Boys and Girls Discover the World: Teaching About Global Concerns and the United Nations in Elementary and Middle Schools.

ERIC Educational Resources Information Center

Kenworthy, Leonard S., Ed.; And Others

This guide for elementary and middle school teachers, curriculum specialists, and administrators answers 40 questions most frequently asked about global concerns and the work of the United Nations. Topics include the importance of teaching about the world and the United Nations; the need for beginning international understanding in the home;…

This Land Was Made for You and Me: Teaching for Economic Justice in Upper Elementary and Middle School Grades

ERIC Educational Resources Information Center

Lucey, Thomas A.; Laney, James D.

2009-01-01

Teaching for economic justice can be challenging for upper elementary and middle school teachers. Many teachers may feel uncomfortable with the subject matter and thus avoid addressing sensitive social issues related to economic/financial inequities. This article describes how selected songs and works of visual art, expressions of social protest…

Salivary Cortisol, Socioemotional Functioning, and Academic Performance in Anxious and Non-Anxious Children of Elementary and Middle School Age

ERIC Educational Resources Information Center

Mathewson, Karen J.; Miskovic, Vladimir; Cunningham, Charles E.; McHolm, Angela E.; Boyle, Michael H.; Schmidt, Louis A.

2012-01-01

Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed…

Exploring U.S. Westward Expansion in the Elementary and Middle School Curriculum through Tall Tales

ERIC Educational Resources Information Center

Almerico, Gina M.; Martin, Nicole; Masuck, William; Strickland, Cynthia; Thomas, Jessica

2012-01-01

Teaching social studies in the elementary and middle school curriculum is enhanced by incorporating quality children's and adolescent literature and strategies that bring the human element into play. American tall tales are a genre unique to the history of our nation and provide a glimpse into the way early settlers of the west envisioned heroism…

Change Is Hard: Easing into the Middle Grades

ERIC Educational Resources Information Center

George, Marshall A.; Breslin, Mary Claire; Evans, William

2007-01-01

Although the transition from elementary school to middle school can be an exciting time for students, it can also be vexing and traumatic. Often, when parents drop off their children at middle school on the first day of school, the scene is reminiscent of the first day of school for kindergarteners and their parents. At Albert Leonard Middle…

Transactional Relationships between Latinos' Friendship Quality and Academic Achievement during the Transition to Middle School

ERIC Educational Resources Information Center

Sebanc, Anne M.; Guimond, Amy B.; Lutgen, Jeff

2016-01-01

This study investigates whether friendship quality, academic achievement, and mastery goal orientation predict each other across the transition to middle school. Participants were 146 Latino students (75 girls) followed from the end of elementary school through the first year of middle school. Measures included positive and negative friendship…

Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

ERIC Educational Resources Information Center

Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne

2018-01-01

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…

Attitudes toward Diversity and the School Choice Process: Middle-Class Parents in a Segregated Urban Public School District

ERIC Educational Resources Information Center

Kimelberg, Shelley McDonough; Billingham, Chase M.

2013-01-01

White flight from urban public schools has been well documented, but little attention has been paid to middle-class reinvestment in urban schools. This article combines findings from interviews with middle-class parents of Boston Public School students with demographic data from the city's public elementary schools to examine the motivations of…

The Concerns and Attitudes of Early Adolescent Middle School Students in Transition.

ERIC Educational Resources Information Center

Sierer, Timothy M.; Winfield, Linda F.

Junior high schools have been blamed for failing to meet the needs of early adolescents. Proponents of the new middle school structure favored moving grade nine to the high school and moving grade five and or six from the elementary school to the new structural organization. The uniqueness of the middle school is in how the philosophy behind this…

Improving Student Achievement through Organization of Student Learning.

ERIC Educational Resources Information Center

Brookbank, Donna; Grover, Susan; Kullberg, Karin; Strawser, Cathleen

This action research project investigated various reading strategies to increase reading comprehension and vocabulary skills. The targeted population consisted of students from three elementary schools and one junior high school, located in lower to middle socioeconomic neighborhoods. Two elementary schools and the junior high school are located…

Narrative Counseling for Professional School Counselors

ERIC Educational Resources Information Center

Nafziger, Jacinta; DeKruyf, Lorraine

2013-01-01

This article introduces narrative counseling concepts and techniques for professional school counselors. The authors provide a case study of narrative school counseling with an elementary student struggling with selective mutism. Examples also demonstrate how a narrative approach could be used at elementary, middle, and high school levels within…

Orientation to Middle School: A Guidance Play.

ERIC Educational Resources Information Center

Childress, Natalie Wilson

1982-01-01

Presents a play that gives elementary school students a lighthearted but informative overview of middle school life. The play presents information about curriculum, lockers, physical education, materials, and classwork. Notes student reactions to the presentation. (RC)

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

NASA Astrophysics Data System (ADS)

Johnson, Amy M.; Ozogul, Gamze; DiDonato, Matt D.; Reisslein, Martin

2013-10-01

Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students.

Cultural Astronomy in Elementary and Secondary School

NASA Astrophysics Data System (ADS)

Jafelice, Luiz Carlos

2015-07-01

This work is addressed to educators and geography, science, biology and physics teachers who deal with elementary, middle and high school education. It discusses the importance of adopting the anthropological perspective regarding issues that are considered within the astronomy area. It also presents practical proposals for those who intend to introduce cultural astronomy in elementary, middle and high school education - from the beginning of the 1st grade in Elementary school to the end of the 3rd grade in Secondary school, in formal as well as in informal education. This work is proposed within the context of the holistic and transdisciplinary environmental education. Our approach values above all the experience and aims at a humanistic education that includes epistemological and cultural diversities. The suggested practical proposals can be also beneficially used to address works that include contents related to Brazilian indigenous and Afro-descent cultures in the school curriculum, as the new law requires. The guidelines presented here were tested in real school situations.

Portsmouth Atmospheric Science School (PASS) Project

NASA Technical Reports Server (NTRS)

Coleman, Clarence D.; Hathaway, Roger (Technical Monitor)

2002-01-01

The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).

The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement

ERIC Educational Resources Information Center

Mickelson, Roslyn Arlin

2015-01-01

Middle schools are important because they launch students on trajectories that they are likely to follow throughout their formal educations. This study explored the relationship of first-generation segregation (elementary and middle school racial composition) and second-generation segregation (racially correlated academic tracks) to reading and…

Changes in academic adjustment and relational self-worth across the transition to middle school.

PubMed

Ryan, Allison M; Shim, Sungok Serena; Makara, Kara A

2013-09-01

Moving from elementary to middle school is a time of great transition for many early adolescents. The present study examined students' academic adjustment and relational self-worth at 6-month intervals for four time points spanning the transition from elementary school to middle school (N = 738 at time 1; 53 % girls; 54 % African American, 46 % European American). Grade point average (G.P.A.), intrinsic value for schoolwork, self-worth around teachers, and self-worth around friends were examined at every time point. The overall developmental trajectory indicated that G.P.A. and intrinsic value for schoolwork declined. The overall decline in G.P.A. was due to changes at the transition and across the first year in middle school. Intrinsic value declined across all time points. Self-worth around teachers was stable. The developmental trends were the same regardless of gender or ethnicity except for self-worth around friends, which was stable for European American students and increased for African American students due to an ascent at the transition into middle school. Implications for the education of early adolescents in middle schools are discussed.

Contemporary Elementary and Middle School Physical Education Conference (Georgia State University, Atlanta, Georgia, January 15-17, 1981). Proceedings, Saturday, Activity and Position Paper Sessions.

ERIC Educational Resources Information Center

Jones, Margaret A., Ed.

At the final session of the January conference on Contemporary Elementary and Middle School Physical Education, 40 discussions and workshops centered on physical fitness, health, safety, and adapting athletics for the disabled child. Other topics covered were creative dance, water activities, lifetime sports, and teacher resource materials and…

The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

ERIC Educational Resources Information Center

Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.

2016-01-01

The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…

Contemporary Elementary and Middle School Physical Education Conference (Georgia State University, Atlanta, Georgia, January 15-17, 1981). Proceedings, Friday, Activity and Position Paper Sessions.

ERIC Educational Resources Information Center

Jones, Margaret A., Ed.

The second session of the January conference on Contemporary Elementary and Middle School Physical Education was devoted to over 35 workshops and demonstrations of games and sports that could be used by teachers with their classes. Emphasis was placed on the development of individual skills, physical fitness through sports, and noncompetitive…

The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics

ERIC Educational Resources Information Center

Beaver, Cheryl; Beaver, Scott

2011-01-01

Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of…

Contemporary Elementary and Middle School Physical Education Conference. Proceedings, Saturday, Activity and Position Paper Sessions (Atlanta, Georgia, January 13-15, 1983).

ERIC Educational Resources Information Center

Jones, Margaret A., Ed.

The second session of the Contemporary Elementary and Middle School Physical Education Conference was devoted to over 35 workshops and demonstrations of games and sports that may be used by teachers. Emphasis was placed on the development of individual skills, physical fitness through sports, and non-competitive games. Position papers were also…

Commercialism in US elementary and secondary school nutrition environments: trends from 2007 to 2012.

PubMed

Terry-McElrath, Yvonne M; Turner, Lindsey; Sandoval, Anna; Johnston, Lloyd D; Chaloupka, Frank J

2014-03-01

Schools present highly desirable marketing environments for food and beverage companies. However, most marketed items are nutritionally poor. To examine national trends in student exposure to selected school-based commercialism measures from 2007 through 2012. Annual nationally representative cross-sectional studies were evaluated in US public elementary, middle, and high schools with use of a survey of school administrators. School-based commercialism, including exclusive beverage contracts and associated incentives, profits, and advertising; corporate food vending and associated incentives and profits; posters/advertisements for soft drinks, fast food, or candy; use of food coupons as incentives; event sponsorships; and fast food available to students. Changes over time in school-based commercialism as well as differences by student body racial/ethnic distribution and socioeconomic status. Although some commercialism measures-especially those related to beverage vending-have shown significant decreases over time, most students at all academic levels continued to attend schools with one or more types of school-based commercialism in 2012. Overall, exposure to school-based commercialism increased significantly with grade level. For 63.7% of elementary school students, the most frequent type of commercialism was food coupons used as incentives. For secondary students, the type of commercialism most prevalent in schools was exclusive beverage contracts, which were in place in schools attended by 49.5% of middle school students and 69.8% of high school students. Exposure to elementary school coupons, as well as middle and high school exclusive beverage contracts, was significantly more likely for students attending schools with mid or low (vs high) student body socioeconomic status. Most US elementary, middle, and high school students attend schools where they are exposed to commercial efforts aimed at obtaining food or beverage sales or developing brand recognition and loyalty for future sales. Although there have been significant decreases over time in many of the measures examined, the continuing high prevalence of school-based commercialism calls for, at minimum, clear and enforceable standards on the nutritional content of all foods and beverages marketed to youth in school settings.

Motivacion y estudiantes de secundaria (Motivation and Middle School Students). ERIC Digest.

ERIC Educational Resources Information Center

Anderman, Lynley Hicks; Midgley, Carol

Research has shown a decline in motivation and performance for many children as they move from elementary school into middle school; however, research has also shown that the nature of motivational change on entry to middle school depends on characteristics of the learning environment in which students find themselves. This Digest outlines some…

Home Advantage: Social Class and Parental Intervention in Elementary Education.

ERIC Educational Resources Information Center

Lareau, Annette

Social class influences parent involvement in schooling. This book uses the case study method to compare family-school relationships in a working-class elementary school with those in an upper middle-class school, focusing on one first grade class in each school, and within the two schools, on 12 families, over the course of their children's first…

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].

PubMed

Schick, Andreas; Cierpka, Manfred

2009-01-01

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach.

Understanding Ecological Factors Associated With Bullying Across the Elementary to Middle School Transition in the United States.

PubMed

Espelage, Dorothy L; Hong, Jun Sung; Rao, Mrinalini A; Thornberg, Robert

2015-01-01

This study examines sociodemographic characteristics and social-environmental factors associated with bullying during the elementary to middle school transition from a sample of 5th-grade students (n = 300) in 3 elementary schools at Time 1. Of these, 237 participated at Time 2 as 6th-grade students. Using cluster analyses, we found groups of students who reported no increase in bullying, some decrease in bullying, and some increase in bullying. Students who reported increases in bullying also reported decreases in school belongingness and teacher affiliation and increases in teacher dissatisfaction. Students who reported decreases in bullying also reported decreases in victimization. These findings suggest that changes across the transition in students' relations to school and their teachers are predictive of changes in bullying.

Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA

PubMed Central

Guclu, Hasan; Read, Jonathan; Vukotich, Charles J.; Galloway, David D.; Gao, Hongjiang; Rainey, Jeanette J.; Uzicanin, Amra; Zimmer, Shanta M.; Cummings, Derek A. T.

2016-01-01

Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools. PMID:26978780

Social Contact Networks and Mixing among Students in K-12 Schools in Pittsburgh, PA.

PubMed

Guclu, Hasan; Read, Jonathan; Vukotich, Charles J; Galloway, David D; Gao, Hongjiang; Rainey, Jeanette J; Uzicanin, Amra; Zimmer, Shanta M; Cummings, Derek A T

2016-01-01

Students attending schools play an important role in the transmission of influenza. In this study, we present a social network analysis of contacts among 1,828 students in eight different schools in urban and suburban areas in and near Pittsburgh, Pennsylvania, United States of America, including elementary, elementary-middle, middle, and high schools. We collected social contact information of students who wore wireless sensor devices that regularly recorded other devices if they are within a distance of 3 meters. We analyzed these networks to identify patterns of proximal student interactions in different classes and grades, to describe community structure within the schools, and to assess the impact of the physical environment of schools on proximal contacts. In the elementary and middle schools, we observed a high number of intra-grade and intra-classroom contacts and a relatively low number of inter-grade contacts. However, in high schools, contact networks were well connected and mixed across grades. High modularity of lower grades suggests that assumptions of homogeneous mixing in epidemic models may be inappropriate; whereas lower modularity in high schools suggests that homogenous mixing assumptions may be more acceptable in these settings. The results suggest that interventions targeting subsets of classrooms may work better in elementary schools than high schools. Our work presents quantitative measures of age-specific, school-based contacts that can be used as the basis for constructing models of the transmission of infections in schools.

The Rationale for the Middle Level School. Practitioner's Monograph No. 9.

ERIC Educational Resources Information Center

Lake, Sara

Almost from the beginning, the junior high school was based on the same vision driving today's middle level schooling: the creation of a unique middle tier of education that bridges the gap between elementary and secondary education and focuses on meeting early adolescent students' academic and personal needs. In the 1950s and 1960s, middle school…

Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

NASA Astrophysics Data System (ADS)

LeGrand, Julie

The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (p<.05), although these differences are not the same at each grade level or for each scientific discipline. Significant gender differences in mathematics are present only at the elementary school level.

The Effects of Various Middle-Grade Configurations.

ERIC Educational Resources Information Center

Sailor, Perry

This paper summarizes research relevant to the Austin Independent School District's proposal to move sixth graders from an elementary school (K-6 or K,4-6) to a middle school (6-8) grade grouping. A summary of the evolution of middle-grade education is presented. Three areas affected by grade organization are discussed: academic achievement,…

Cooperative Learning in Middle Schools: Interrelationship of Relationships and Achievement

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.; Roseth, Cary

2010-01-01

When students enter middle school, they face 2 major challenges, one involving the biological, cognitive, and socioemotional changes they are going through, and another involving the transition from elementary to middle school. Peer learning has considerable influence on how well they manage these challenges. The research that exists on peer…

Development Process and Outcome Evaluation of a Program for Raising Awareness of Indirect and Relational Aggression in Elementary Schools: A Preliminary Study

ERIC Educational Resources Information Center

Verlaan, Pierrette; Turmel, France

2010-01-01

The development process of a program for raising awareness of indirect and relational aggression in elementary school children and teachers is described and a preliminary outcome evaluation of the program was conducted. The 188 participants were derived from 8 fourth- through sixth-grade elementary classes in two lower-middle-class schools from…

Suburban School Opens Elementary Campus in the Heart of Memphis: St. George's Independent School, Memphis, Tennessee

ERIC Educational Resources Information Center

Stewart, Sarah

2016-01-01

St. George's has nearly 1,150 students on three campuses: an elementary campus in Germantown and a middle/upper school campus in Collierville, both suburbs of Memphis, and a second elementary campus in Memphis. The Memphis campus serves 140 students in pre-K-5th grade. All Memphis campus students receive financial aid based on need, and…

Educational Intervention/Case Study: Implementing an Elementary-Level, Classroom-Based Media Literacy Education Program for Academically At-Risk Middle-School Students in the Non-Classroom Setting

ERIC Educational Resources Information Center

Draper, Michele; Appregilio, Seymour; Kramer, Alaina; Ketcherside, Miranda; Campbell, Summer; Stewart, Brandon; Rhodes, Darson; Cox, Carol

2015-01-01

Media literacy education teaches youth to critically examine the influence of media messages on health and substance use behavior. A small group of low-achieving middle school students at high risk for substance abuse attending an afterschool academic remediation program received a media literacy intervention intended for elementary students in a…

Student Nomads: Mobility in Ohio's Schools. Ohio Student Mobility Research Project

ERIC Educational Resources Information Center

Thomas B. Fordham Institute, 2012

2012-01-01

Student mobility is the phenomenon of students in grades K-12 changing schools for reasons other than customary promotion from elementary school to middle school or from middle school to high school. This non-promotional school change can occur during the school year or in the summer between school years. It may involve residential change, school…

Validity and reliability of the Fels physical activity questionnaire for children.

PubMed

Treuth, Margarita S; Hou, Ningqi; Young, Deborah R; Maynard, L Michele

2005-03-01

The aim was to evaluate the reliability and validity of the Fels physical activity questionnaire (PAQ) for children 7-19 yr of age. A cross-sectional study was conducted among 130 girls and 99 boys in elementary (N=70), middle (N=81), and high (N=78) schools in rural Maryland. Weight and height were measured on the initial school visit. All the children then wore an Actiwatch accelerometer for 6 d. The Fels PAQ for children was given on two separate occasions to evaluate reliability and was compared with accelerometry data to evaluate validity. The reliability of the Fels PAQ for the girls, boys, and the elementary, middle, and high school age groups range was r=0.48-0.76. For the elementary school children, the correlation coefficient examining validity between the Fels PAQ total score and Actiwatch (counts per minute) was 0.34 (P=0.004). The correlation coefficients were lower in middle school (r=0.11, P=0.31) and high school (r=0.21, P=0.006) adolescents. The sport index of the Fels PAQ for children had the highest validity in the high school participants (r=0.34, P=0.002). The Fels PAQ for children is moderately reliable for all age groups of children. Validity of the Fels PAQ for children is acceptable for elementary and high school students when the total activity score or the sport index is used. The sport index was similar to the total score for elementary students but was a better measure of physical activity among high school students.

Expanding Student Assessment Opportunities.

ERIC Educational Resources Information Center

Bartscher, Beth; Carter, Andrea; Lawlor, Anna; McKelvey, Barbara

This paper describes an approach for expanding assessment opportunities for students to demonstrate their understanding of content. The targeted population consisted of elementary and junior high school students in two schools in a growing middle-class community in north central Illinois. The elementary school enrolled 467 students and the junior…

Becoming (Less) Scientific: A Longitudinal Study of Students' Identity Work from Elementary to Middle School Science

ERIC Educational Resources Information Center

Carlone, Heidi B.; Scott, Catherine M.; Lowder, Cassi

2014-01-01

Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three…

Investigating the Impact of the Cisco 21st Century Schools Initiative on Forrest County School District. Summative Report

ERIC Educational Resources Information Center

Ba, Harouna; Meade, Terri; Pierson, Elizabeth; Ferguson, Camille; Roy, Amanda; Williams, Hakim

2009-01-01

Located in southern Mississippi, the Forrest County School District (FCSD) consists of six schools: three K-6 elementary schools, two K-8 elementary-middle schools, and one high school (grades 9-12), all of which have been involved in the Cisco Initiative since its inception. The district employed 16 administrators, 7 technology staff members, and…

Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

ERIC Educational Resources Information Center

Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…

Reach for Reference. Four Recent Reference Books

ERIC Educational Resources Information Center

Safford, Barbara Ripp

2004-01-01

This article provides descriptions of four new science and technology encyclopedias that are appropriate for inclusion in upper elementary and/or middle school reference collections. "The Macmillan Encyclopedia of Weather" (Stern, Macmillan Reference/Gale), a one-volume encyclopedia for upper elementary and middle level students, is a…

Middle School Students' Views of Scientific Inquiry: An International Comparative Study

ERIC Educational Resources Information Center

Senler, B.

2015-01-01

The aim of this study is to investigate middle school students' views of scientific inquiry. A total of 489 middle school students (238 from the United States, and 251 from Turkey) participated in the study. The Views of Scientific Inquiry-Elementary (VOSI-E) was used to assess participants' scientific inquiry views. The instrument covered four…

The Efficacy of ClassWide Peer Tutoring in Middle Schools

ERIC Educational Resources Information Center

Kamps, Debra M.; Greenwood, Charles; Arreaga-Mayer, Carmen; Veerkamp, Mary Baldwin; Utley, Cheryl; Tapia, Yolanda; Bowman-Perrott, Lisa; Bannister, Harriett

2008-01-01

The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (Rohrbeck, Ginsberg-Block, Fantuzzo, & Miller, 2003), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period.…

The Effects of Integrated Literacy Interventions on Middle School Achievement

ERIC Educational Resources Information Center

Glass, Jamie; Carney, Eve; Fisher, Alexandria

2017-01-01

While districts and schools continue to place more emphasis on personalized instruction and tiers of literacy interventions, more students are continuing to reach middle school without the ability to read on grade level. Much of the emphasis on the attainment of literacy skills occurs in the elementary grades. As a result, middle grades' literacy…

Dry Creek Joint Elementary School District. Educational Specifications: Dry Creek Middle School.

ERIC Educational Resources Information Center

Dry Creek Joint Elementary School District, Roseville, CA.

An Educational Specification Committee was convened to determine the design specifications required for a new middle school in Roseville, California's Dry Creek District. This report presents revisions to an earlier document that examined school room specifications for each grade level and administrative area. Specification considerations are…

Sewing a Seamless Education System. Preschool through Postsecondary.

ERIC Educational Resources Information Center

McCabe, Robert H.

Today's educational systems work as separate parts with little coordination between academic levels or long-range planning. The transition from elementary school to middle school, middle school to high school, and high school to college is disjointed and often traumatic, producing unneeded anxiety and stress on top of the need to adapt to new…

Social Network Implications of Normative School Transitions in Non-Urban School Districts

ERIC Educational Resources Information Center

Temkin, Deborah A.; Gest, Scott D.; Osgood, D. Wayne; Feinberg, Mark; Moody, James

2018-01-01

This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were…

Nutrition Education in Public Elementary and Secondary Schools. Statistical Analysis Report. Fast Response Survey System (FRSS).

ERIC Educational Resources Information Center

Celebuski, Carin; Farris, Elizabeth

This report presents the findings from the "Nutrition Education in Public Schools, K-12" survey that was designed to provide data on the status of nutrition education in U.S. public schools. Questionnaires were sent to 1,000 school principals of a nationally representative sample of U.S. elementary, middle, and high schools. The survey…

When to Intervene: Elementary School, Middle School or Both? Effects of keepin’ It REAL on Substance Use Trajectories of Mexican Heritage Youth

PubMed Central

Kulis, Stephen; Yabiku, Scott T.; Nieri, Tanya A.; Coleman, Elizabeth

2011-01-01

This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth—many from immigrant families—in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin’ it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin’ it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed. PMID:21128119

When to intervene: elementary school, middle school or both? Effects of keepin' it REAL on substance use trajectories of Mexican heritage youth.

PubMed

Marsiglia, Flavio F; Kulis, Stephen; Yabiku, Scott T; Nieri, Tanya A; Coleman, Elizabeth

2011-03-01

This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth-many from immigrant families-in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin' it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin' it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed.

State and district policy influences on district-wide elementary and middle school physical education practices.

PubMed

Chriqui, Jamie F; Eyler, Amy; Carnoske, Cheryl; Slater, Sandy

2013-01-01

To examine the influence of state laws and district policies on district-wide elementary school and middle school practices related to physical education (PE) time and the percentage of moderate-to-vigorous physical activity (MVPA) time during PE. Multivariate, cross-sectional analysis of state laws, district wellness and PE policies, and district PE practices for school year 2010-2011 controlling for district-level urbanicity, region, size, race/ethnicity of students, and socioeconomic status and clustered on state. One hundred ninety-five public school districts located in 42 states. District-level PE coordinators for the included districts who responded to an online survey. Minutes and days of PE per week and percent time spent in MVPA during PE time. District PE coordinators reported significantly less PE time than national standards-82.9 and 189.6 minutes at the elementary school and middle school levels, respectively. Physical education was provided an average of 2.5 and 3.7 days per week, respectively; and the percentage of MVPA time in PE was 64.4% and 65.7%, respectively. At the elementary school level, districts in either states with laws governing PE time or in a state and district with a law/policy reported significantly more days of PE (0.63 and 0.67 additional days, respectively), and districts in states with PE time laws reported 18 more minutes of PE per week. At the middle school level, state laws were associated with 0.73 more days of PE per week. Neither state laws nor district policies were positively associated with percent MVPA time in PE. State laws and district policies can influence district-level PE practices-particularly those governing the frequency and duration of PE-although opportunities exist to strengthen PE-related laws, policies, and practices.

A Special Report on Middle Schools.

ERIC Educational Resources Information Center

Hollifield, John H.

1988-01-01

The first Center for Research on Elementary and Middle Schools (CREM) report describes the structures and practices currently used at all school levels for staffing, grouping, and scheduling. The report assesses the effects of departmentalization, tracking, ability grouping, and grade spans on student learning and development. (MLH)

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

NASA Astrophysics Data System (ADS)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061, the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.

Science and fun in a Magic Show of Light from optical demonstrations on an overhead projector for elementary school students

NASA Astrophysics Data System (ADS)

Lones, Joe J.; Maltseva, Nadezhda K.; Peterson, Kurt N.

2007-06-01

We seek methods of stimulating young school children to develop an interest in science and engineering through a natural curiosity for the reaction of light. Science learning now begins fully at middle school. Reading skills develop with activity at home and progress through the elementary school curriculum, and in a like manner, a curious interest in science also should begin at that stage of life. Within the ranks of educators, knowledge of optical science needs to be presented to elementary school students in an entertaining manner. One such program used by the authors is Doug Goodman's Optics Demonstrations With the Overhead Projector, co-published by and available from OSA (Optical Society of America) and SPIE-The International Society of Optical Engineering. These demonstrations have found their way into middle and high schools; however, as a special approach, the authors have presented selected Goodman demonstrations as a "Magic Show of Light" to elementary schools. Both students and faculty have found the show most entertaining! If optical knowledge is utilized to stimulate science learning in the coming generation at elementary school level, there's a good chance we can sow some fertile seeds of advancement for all future segments of the workforce. Students can enjoy what they are doing while building a foundation for contributing gainfully to society in any profession. We need to explore expanding exposure of the "Magic Show of Light" to elementary schools.

Patterns of Individual Adjustment Changes During Middle School Transition.

ERIC Educational Resources Information Center

Chung, HyunHee; Elias, Maurice; Schneider, Kenneth

1998-01-01

Examines the patterns of individual adjustment changes in a sample of 99 early adolescents during an ecological transition from elementary school to middle school. Shows significant changes in adjustment as indicated by increased psychological distress or decreased academic achievement. Examines gender differences. Presents implications for…

Our Roots Run Deep

ERIC Educational Resources Information Center

Steinkamp, Erin

2016-01-01

Valley Park Middle School (VPMS) in Valley Park, MO, has the unique designation of being a not-so-secret gem in St. Louis County. The middle school shares its campus with the elementary and high school, creating opportunities to collaborate and work together to build a school district that not only shines academically, but also focuses on…

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

PubMed

Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

2015-06-01

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. (c) 2015 APA, all rights reserved).

Doing History: Investigating with Children in Elementary and Middle Schools. 3rd Edition

ERIC Educational Resources Information Center

Levstik, Linda S.; Barton, Keith C.

2005-01-01

This book offers a unique perspective on history instruction in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, the text shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The authors…

Using the Newspaper in Upper Elementary and Middle Grades.

ERIC Educational Resources Information Center

Morse, Julie C.

Newspapers are valuable educational resources because they contain material that is varied, up-to-date, and interesting to students. This document is a guide for elementary and middle school teachers who want to incorporate newspapers into daily classroom instruction. There are ten lessons for each of the five subject areas covered. Each lesson…

A Study of Reading Motivation Techniques with Primary Elementary School Students.

ERIC Educational Resources Information Center

Burlew, Whitney; Gordon, Tracy; Holst, Charla; Smith, Cathy; Ward, Judi; Wheeler, Karen

This report describes strategies for increasing levels of interest in reading for enjoyment. The targeted population consisted of first, second, and third grade students in three elementary school districts. The schools were located in middle class and affluent suburban communities of a large city in the Midwest. The problem of lack of interest in…

Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

ERIC Educational Resources Information Center

Aschbacher, Pamela R.; Ing, Marsha

2017-01-01

Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…

Final Report of the Project "T & N Bucks." 1979-80.

ERIC Educational Resources Information Center

Old Bridge Township Board of Education, NJ.

During the 1979-80 school year, the Old Bridge Township School District promoted and implemented a career education program. Its chief aim was to expand career education from the middle school into the elementary and special education divisions. The project was used as a vehicle to enhance career education, expand and involve elementary teachers,…

Adolescents' Expectancies for Success and Achievement Task Values during the Middle and High School Years.

ERIC Educational Resources Information Center

Wigfield, Allan; Tonks, Stephen

This chapter discusses the development of achievement motivation during adolescence from the perspective of expectancy-value theory, and explains how adolescents' expectancies for success and achievement values change during adolescence, particularly during educational transitions such as that from elementary to middle school and from middle to…

Activities in Elementary Probability, Monograph No. 9.

ERIC Educational Resources Information Center

Fouch, Daniel J.

This monograph on elementary probability for middle school, junior high, or high school consumer mathematics students is divided into two parts. Part one emphasizes lessons which cover the fundamental counting principle, permutations, and combinations. The 5 lessons of part I indicate the objectives, examples, methods, application, and problems…

The Historical and Social Context of U.S. Middle School Education a Practical Guidebook for School Educators

ERIC Educational Resources Information Center

Harley, Sue

2010-01-01

The six chapters in this research involve the history and development of middle schools from the early conceptions of junior high school to the ground breaking research by the Carnegie Foundation on changes in how young adolescent students develop, are taught and transitioned from elementary levels to high school. Professional literature reporting…

Media Production at Chiefess Kamakahelei Middle School

ERIC Educational Resources Information Center

Matsunaga, Kevin

2005-01-01

In this article, the author describes how he got his start in video production as a high school senior in 1987 and his work 11 years after as a technology coordinator at Lehua Elementary School in Pearl City, Hawaii. Two years later he changed positions and became the technology coordinator at a brand new middle school on Kauai--Chiefess…

Thinking Processes in Middle School Students

ERIC Educational Resources Information Center

Matsuoka, Caryn

2012-01-01

As part of the author's doctoral program at the University of Hawai'i at Manoa, she conducted a study to determine whether and how former sixth-grade students at Waikiki School were using the thinking processes and strategies they were taught in elementary school when they were in middle school. In order to find this out, she interviewed eight…

Resiliency and School Counseling

ERIC Educational Resources Information Center

Akos, Patrick

2003-01-01

Using his experience as an elementary school and middle school counselor, as well as his background in counselor education, Dr. Akos provides a look at the integration of resiliency into school counseling.

Middle and Elementary School Students’ Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model

PubMed Central

Harvey, Stephen; Gil-Arias, Alexander; Smith, Megan Lorraine; Smith, Lindsey Rachel

2017-01-01

Abstract Studies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students’ need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM. PMID:29134047

Middle and Elementary School Students' Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model.

PubMed

Harvey, Stephen; Gil-Arias, Alexander; Smith, Megan Lorraine; Smith, Lindsey Rachel

2017-10-01

Studies examining student motivation levels suggest that this is a significant factor in students' engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students' previous exposure to TGM lessons, and the teachers' training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students' need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM.

Reach for Reference: Elementary-Middle School Science Reference Collections

ERIC Educational Resources Information Center

Safford, Barbara Ripp

2005-01-01

This article presents a brief review of some new school science reference works. Two of the sources are traditional, while one is considered experimental. The two traditional reference works reviewed are "The American Heritage Children's Science Dictionary" for upper elementary grades, and "The American Heritage Student Science Dictionary" for…

Candles in Our Windows

ERIC Educational Resources Information Center

McGrath, Kathryn

2005-01-01

"Candles in Our Windows"--also titled "Nightlights"--is a play developed for elementary and middle school students about how residents in Billings, Montana, took a stand against hate. Last March, the 6th-grade students of Woodland Elementary School in New Jersey performed an early version of the play based on a children's book,…

Examining Multidimensional Middle Grade Outcomes after Early Elementary School Grade Retention

ERIC Educational Resources Information Center

Hwang, Sophia; Cappella, Elise; Schwartz, Kate

2016-01-01

Recently, researchers have begun to employ rigorous statistical methods and developmentally-informed theories to evaluate outcomes for students retained in non-kindergarten early elementary school. However, the majority of this research focuses on academic outcomes. Gaps remain regarding retention's effects on psychosocial outcomes important to…

Patterns of Early Childhood, Elementary, and Middle-Level Social Studies Teaching: An Interpretation of Illinois Social Studies Teachers' Practices and Beliefs

ERIC Educational Resources Information Center

Lucey, Thomas A.; Shifflet, Rena A.; Weilbacher, Gary A.

2014-01-01

Using data from a national social studies survey, the authors examined instructional trends among Illinois elementary and middle school social studies teachers. The authors found that teachers preferred whole-group and teacher-centered instructional strategies over more active, student-centered methods. While surveyed teachers predominately…

Group Tasks, Activities, Dynamics, and Interactions in Collaborative Robotics Projects with Elementary and Middle School Children

ERIC Educational Resources Information Center

Yuen, Timothy T.; Boecking, Melanie; Stone, Jennifer; Tiger, Erin Price; Gomez, Alvaro; Guillen, Adrienne; Arreguin, Analisa

2014-01-01

Robotics provide the opportunity for students to bring their individual interests, perspectives and areas of expertise together in order to work collaboratively on real-world science, technology, engineering and mathematics (STEM) problems. This paper examines the nature of collaboration that manifests in groups of elementary and middle school…

The Middle School Curriculum: Engineering Anyone?

ERIC Educational Resources Information Center

Samuels, Kyle; Seymour, Richard

2015-01-01

Engineering programs have long thrived in U.S. universities. More recently, engineering content has been introduced in America's high schools, yet less so in elementary and middle schools across the nation. To meet the demand for engineers in the U.S., educators must play a more active role in inspiring young students to this career option.…

The Effect of Scaffolded Causal Identification in the Transfer of Experimental Design Skills

ERIC Educational Resources Information Center

Siler, Stephanie A.; Klahr, David; Willows, Kevin; Magaro, Cressida

2011-01-01

A central goal of instruction is to enable learners to transfer acquired knowledge to appropriate future situations. One factor that likely promotes far transfer is conceptual coherence (cf. Murphy & Medin, 1985). For elementary and middle-school school children in middle-high-SES schools, "explicit" instruction on the Control of…

Promoting Student Achievement through Educational Practices in Middle School Math Transitioning Classrooms

ERIC Educational Resources Information Center

Jackson, Viola Towels

2016-01-01

There is a plethora of research pertaining to Response to Intervention (RTI) implementation at the elementary school setting. However, research studies on teachers' perceptions relative to implementing RTI in a middle school tier-based classroom had not been conducted. The purpose of this qualitative case study was to examine teachers' perception…

Gender and Attraction: Predicting Middle School Performance Ensemble Participation

ERIC Educational Resources Information Center

Warnock, Emery C.

2009-01-01

This study was designed to predict middle school sixth graders' group membership in band (n = 81), chorus (n = 45), and as non-participants in music performance ensembles (n = 127), as determined by gender and factors on the Attraction Toward School Performance Ensemble (ATSPE) scale (alpha = 0.88). Students completed the ATSPE as elementary fifth…

Transformative Multicultural Science Curriculum: A Case Study of Middle School Robotics

ERIC Educational Resources Information Center

Grimes, Mary Katheryn

2012-01-01

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a…

ORGANIZING SCHOOLS THROUGH THE DUAL PROGRESS PLAN--TRYOUTS OF A NEW PLAN FOR ELEMENTARY AND MIDDLE SCHOOLS.

ERIC Educational Resources Information Center

HEATHERS, GLEN

DURING THE FIVE YEAR PERIOD, 1958-63, A DEMONSTRATION TEST OF THE DUAL PROGRESS PLAN WAS CONDUCTED IN GRADES 3 THROUGH 6 OF THE NINE ELEMENTARY SCHOOLS AND IN GRADES 7 AND 8 OF THE JUNIOR HIGH SCHOOLS IN LONG BEACH AND OSSINING, NEW YORK. RELATED TRYOUTS OF THE PLAN WERE MADE IN 14 OTHER SCHOOL SYSTEMS ACROSS THE COUNTRY. THE PLAN INVOLVES…

Stress in Portuguese Middle School Transition: A Multilevel Analysis.

PubMed

Coelho, Vítor Alexandre; Romão, Ana Maria

2016-09-23

Transition from elementary to middle school is commonly seen as a period of stress, impacting students' school adjustment. The present longitudinal study aimed to analyze the difference in stress levels between the end of 4th grade and 5th grade, while also analyzing gender differences and 5th grade retention. Two hundred fifty-eight 4th grade students (M age = 9.55; SD = 0.77) from six Portuguese public schools, from the municipality of Torres Vedras, participated in this study. Self-report questionnaires were administered at the end of the 4th and 5th grades, and 5th grade school records were also collected. Results showed that 5th graders present higher levels of Academic Stress (d = .29) and Teacher/Rules Stress (d = .28). Girls had a greater increase of Peer-related Stress with the transition (p < .01). Students who were retained at the end of 5th grade showed higher increases of Teacher/Rules Stress (p < .05). Intervention programs that aim to support the transition from elementary to middle school are needed, in order to reduce the increase of stress levels at 5th grade and to promote a better school adjustment in the first year of middle school.

Developmental Trajectories of Compensatory Exercise and Fasting Behavior across the Middle School Years

PubMed Central

Davis, Heather A.; Guller, Leila; Smith, Gregory T.

2016-01-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls’ subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. PMID:27544806

Making the Most of Ability Grouping. Research in Brief.

ERIC Educational Resources Information Center

Maxwell, Laurie

This summary presents the major findings of recent research carried out at the Center for Research on Elementary and Middle Schools at Johns Hopkins University and published in "Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis." The center examined more than 100 studies of five ability-grouping…

Intercultural Awareness in Rural Title 1 Elementary School Teaching Practices

ERIC Educational Resources Information Center

Leventhal, Mary Wilson

2012-01-01

The purpose of the study was to examine cultural dissonance between teachers and students with its implications for student achievement in a rural Title 1 elementary school. Most U.S. teachers share a White, monolingual, middle-class, female teaching culture that is a mismatch with their increasingly multicultural student population. That problem…

Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

ERIC Educational Resources Information Center

Wallace, Patricia

2009-01-01

Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted…

Comparative analysis of autistic traits and behavioral disorders in Prader-Willi syndrome and Asperger disorder.

PubMed

Song, Dae Kwang; Sawada, Masayuki; Yokota, Shingo; Kuroda, Kenji; Uenishi, Hiroyuki; Kanazawa, Tetsufumi; Ogata, Hiroyuki; Ihara, Hiroshi; Nagai, Toshiro; Shimoda, Kazutaka

2015-01-01

Prader-Willi syndrome (PWS) is a neuro-genetic disorder caused by the absence/loss of expression of one or more paternally expressed genes on chromosome 15 (q11-13). In this study, a comparative analysis of intelligence level and autistic traits was conducted between children with PWS (n = 30; 18 males, 12 females; age = 10.6 ± 2.8 years) and those with Asperger disorder (AD; n = 31; 24 males, 7 females; age = 10.5 ± 3.1 years). The children were compared by age group: lower elementary school age (6-8 years), upper elementary school age (9-12 years), and middle school age (13-15 years). As results, the intelligence levels of children with PWS were significantly lower than those with AD across all age groups. Autistic traits, assessed using the Pervasive Developmental Disorders Autism Society Japan Rating Scale (PARS), revealed that among elementary school age children, those with PWS had less prominent autistic traits than those with AD, however, among middle school age children, those with PWS and AD showed similar prominence. An analysis of the PARS subscale scores by age group showed that while the profiles of autistic traits for children with PWS differed from those of children with AD at elementary school age, the profiles showed no significant differences between the groups at middle school age. The findings suggest that autistic traits in PWS become gradually more prominent with increasing of age and that these autistic traits differ in their fundamental nature from those observed in AD. © 2014 Wiley Periodicals, Inc.

Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

ERIC Educational Resources Information Center

Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.

2007-01-01

The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…

Helping Your Child with Homework: For Parents of Children in Elementary through Middle School.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers suggestions for helping…

The Friendship Study: An Examination of Weight-Based Stigmatization during the Elementary and Middle School Years

ERIC Educational Resources Information Center

Kihm, Holly Spencer

2014-01-01

Children who struggle with weight management often endure a broad range of consequences, including stigmatization, well into adulthood. With an increase in the prevalence of overweight children, there are now more children at risk of being stigmatized. The purpose of this study was to examine stigmatization across the elementary and middle school…

Developmental Trajectories of Achievement Goal Orientations during the Middle School Transition: The Contribution of Emotional and Behavioral Dispositions

ERIC Educational Resources Information Center

Duchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei

2014-01-01

This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade…

An Evolutionary Journey: The Case Study of East Muskingum Middle School. Transforming Learning Communities.

ERIC Educational Resources Information Center

Morrow, Linda E.; Martin, Kaye M.; Glascock, Catherine H.

This book is part of a series of case studies that demonstrate better ways to educate Ohio's students. The case study is part of the Transforming Learning Communities (TLC) Project, designed to support significant school-reform efforts among Ohio's elementary, middle, and high schools. This report describes the implementation of an innovative…

Dosage Effects of a Preventive Social-Emotional Learning Intervention on Achievement Loss Associated with Middle School Transition

ERIC Educational Resources Information Center

Rosenblatt, Jennifer L.; Elias, Maurice J.

2008-01-01

A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, "Talking with TJ," in limiting achievement loss across transition. Data were…

Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School

ERIC Educational Resources Information Center

Caldarella, Paul; Young, Ellie L.; Richardson, Michael J.; Young, Benjamin J.; Young, K. Richard

2008-01-01

The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school--age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with…

Stability and Change in Peer Relationships during the Transition to Middle-Level School.

ERIC Educational Resources Information Center

Hardy, Cindy L.; Bukowski, William M.; Sippola Lorrie K.

2002-01-01

Assessed Canadian young adolescents' peer relationships as students moved from grade 6 in small elementary schools to middle-level schools offering grades 7 to 12. Found that girls experienced greater instability in reciprocated friendships than boys. Found that girls, more so than boys, lost old friendships and formed new friendships with…

AI in the Elementary, Middle, and Secondary Classroom.

ERIC Educational Resources Information Center

Kirkpatrick, Susan N.; Biglan, Barbara

1990-01-01

Describes activities that present concepts and applications of artificial intelligence (AI) for elementary and secondary school students. The use of Logo with elementary students is discussed; appropriate software is described; programing activities using Logo, BASIC, and Prolog are examined; and the field of robotics is discussed. (four…

"You're Not Going to Call the Shots": Structural Conflicts between the Principal and the PTO at a Suburban Public Elementary School

ERIC Educational Resources Information Center

Lareau, Annette; Munoz, Vanessa Lopes

2012-01-01

Researchers and policy makers overwhelmingly stress the harmonious nature of parent involvement. Researchers have focused on individual forms of parent involvement, yet collective efforts of parents in parent-teacher organizations (PTOs) are a key dynamic in schools. Drawing on a case study of an elementary school in an upper-middle-class…

Finding science is fun in a 'Magic Show of Light' from Optical Demonstrations on an Overhead Projector for elementary school students

NASA Astrophysics Data System (ADS)

Lones, Joe J.; Maltseva, Nadezhda K.; Peterson, Kurt N.

2007-09-01

We seek methods of stimulating young school children to develop an interest in science and engineering through a natural curiosity for the reaction of light. Science learning now begins fully at middle school. Reading skills develop with activity at home and progress through the elementary school curriculum, and in a like manner, a curious interest in science also should begin at that stage of life. Within the ranks of educators, knowledge of optical science needs to be presented to elementary school students in an entertaining manner. One such program used by the authors is Doug Goodman's Optics Demonstrations With the Overhead Projector, co-published by and available from OSA (Optical Society of America) and SPIE-The International Society of Optical Engineering. These demonstrations have been presented in middle and high schools; however, as a special approach, the authors have developed selected Goodman demonstrations as a "Magic Show of Light" for elementary schools. Teachers in the U.S. are overloaded with classroom instruction specifically targeted at improving reading and math scores on the Standard Achievement Test (SAT); therefore, science is getting "short changed" in the education system. For the sake of our future, industry volunteers must come forward to promote interest in science beginning with K-6.

The Collective Construction of Middle-Class White Womanhood: Investigations of Teaching and Teacher Professionalization in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2011-01-01

This dissertation investigates how the intersections of race, class, and gender operate in the everyday teaching and professional norms of middle-class White women teachers--particularly in schools such as the one in this study, where a majority of middle-class, White women teachers serve predominantly low-income, racially and ethnically diverse…

Open Education: A Look at the Subtleties. A Guide for the Unfamiliar Observer of Intermediate Education. Occasional Paper 90-1.

ERIC Educational Resources Information Center

Hager, Ronald A.

The open classroom model, enthusiastically adopted in American elementary schools based on the evident success of the British open primary schools, seemed to be an ideal educational concept for implementation into the middle school. But in the past 2 years, a growing number of educators, both at the middle school and the primary school level, have…

Abbott Opinions #1-5.

ERIC Educational Resources Information Center

Education Law Center, Inc., Newark, NJ.

This document contains the following "Abbott Opinions": (1) "Early Childhood Education"; (2) "Adequate School Facilities"; (3) "Supplemental Programs and Whole School Reform in Elementary Schools"; (4) "Supplemental Programs in Middle and High Schools"; and (5) "Planning Programs and Budgets…

Partners in Physics with Colorado School of Mines' Society of Physics Students

NASA Astrophysics Data System (ADS)

Moore, Shirley; Stilwell, Matthew; Boerner, Zach

2011-04-01

The Colorado School of Mines (CSM) Society of Physics Students (SPS) revitalized in 2008 and has since blown up with outreach activity, incorporating all age levels into our programs. In Spring 2010, CSM SPS launched a new program called Partners in Physics. Students from Golden High School came to CSM where they had a college-level lesson on standing waves and their applications. These students then joined volunteers from CSM in teaching local elementary school students about standing waves beginning with a science show. The CSM and high school students then helped the children to build make-and-take demonstrations incorporating waves. This year, rockets are the theme for Partners in Physics and we began with demonstrations with local middle school students. In Spring 2011, CSM SPS will be teaching elementary school students about projectile motion and model rockets along with these middle school students. Colorado School of Mines Department of Physics

Availability of drinking water in US public school cafeterias.

PubMed

Hood, Nancy E; Turner, Lindsey; Colabianchi, Natalie; Chaloupka, Frank J; Johnston, Lloyd D

2014-09-01

This study examined the availability of free drinking water during lunchtime in US public schools, as required by federal legislation beginning in the 2011-2012 school year. Data were collected by mail-back surveys in nationally representative samples of US public elementary, middle, and high schools from 2009-2010 to 2011-2012. Overall, 86.4%, 87.4%, and 89.4% of students attended elementary, middle, and high schools, respectively, that met the drinking water requirement. Most students attended schools with existing cafeteria drinking fountains and about one fourth attended schools with water dispensers. In middle and high schools, respondents were asked to indicate whether drinking fountains were clean, and whether they were aware of any water-quality problems at the school. The vast majority of middle and high school students (92.6% and 90.4%, respectively) attended schools where the respondent perceived drinking fountains to be clean or very clean. Approximately one in four middle and high school students attended a school where the survey respondent indicated that there were water-quality issues affecting drinking fountains. Although most schools have implemented the requirement to provide free drinking water at lunchtime, additional work is needed to promote implementation at all schools. School nutrition staff at the district and school levels can play an important role in ensuring that schools implement the drinking water requirement, as well as promote education and behavior-change strategies to increase student consumption of water at school. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

FIRST LEGO League Kickoff

NASA Technical Reports Server (NTRS)

2007-01-01

Randall Hicks (right), Jacobs Technology's Education Services manager at NASA John C. Stennis Space Center, answers questions about the playing field for FIRST (For Inspiration and Recognition of Science and Technology) LEGO League's 2007 Challenge, `Power Puzzle.' More than 140 teachers, mentors, parents and students from 15 schools attended the Sept. 15 FLL season kickoff at StenniSphere, the visitor center at SSC. The teams from southern and central Mississippi and Mobile, Ala., who came to SSC heard rules for and asked questions about `Power Puzzle,' and saw robot demonstrations by Gulfport and Picayune high schools' past FIRST Robotics competitions. Using LEGO Mindstorms NXT kits, FLL teams of children ages 9-14 will spend the next three months building and programming robots to perform 'Power Puzzle's' challenge tasks, then pit them in competitions. They also will submit a research project about how energy choices impact the environment and the economy. The season will culminate at the Mississippi Championship Tournament on Dec. 8 at the Mississippi Gulf Coast Community College. FLL, considered the `little league' of the FIRST Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation. NASA recognizes FIRST activities as an excellent hands-on method to increase student knowledge of science, engineering, technology and mathematics. Schools represented in this year's kickoff were: Madison Avenue Upper Elementary, the Mississippi Band of Choctaw Indians' Conehatta Elementary, Hattiesburg's Lillie Burney Elementary, Pearl Upper Elementary, Long Beach Middle, Oktibehha Elementary, d'Iberville Middle, Saucier's West Wortham Middle, Picayune's Nicholson Elementary and Roseland Park Baptist Church Academy, Bay St. Louis' St. Stanislaus College and Mobile's Davidson High, as well as two home-school groups from the Jackson area.

FIRST LEGO League Kickoff

NASA Image and Video Library

2007-09-15

Randall Hicks (right), Jacobs Technology's Education Services manager at NASA John C. Stennis Space Center, answers questions about the playing field for FIRST (For Inspiration and Recognition of Science and Technology) LEGO League's 2007 Challenge, `Power Puzzle.' More than 140 teachers, mentors, parents and students from 15 schools attended the Sept. 15 FLL season kickoff at StenniSphere, the visitor center at SSC. The teams from southern and central Mississippi and Mobile, Ala., who came to SSC heard rules for and asked questions about `Power Puzzle,' and saw robot demonstrations by Gulfport and Picayune high schools' past FIRST Robotics competitions. Using LEGO Mindstorms NXT kits, FLL teams of children ages 9-14 will spend the next three months building and programming robots to perform 'Power Puzzle's' challenge tasks, then pit them in competitions. They also will submit a research project about how energy choices impact the environment and the economy. The season will culminate at the Mississippi Championship Tournament on Dec. 8 at the Mississippi Gulf Coast Community College. FLL, considered the `little league' of the FIRST Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation. NASA recognizes FIRST activities as an excellent hands-on method to increase student knowledge of science, engineering, technology and mathematics. Schools represented in this year's kickoff were: Madison Avenue Upper Elementary, the Mississippi Band of Choctaw Indians' Conehatta Elementary, Hattiesburg's Lillie Burney Elementary, Pearl Upper Elementary, Long Beach Middle, Oktibehha Elementary, d'Iberville Middle, Saucier's West Wortham Middle, Picayune's Nicholson Elementary and Roseland Park Baptist Church Academy, Bay St. Louis' St. Stanislaus College and Mobile's Davidson High, as well as two home-school groups from the Jackson area.

A Village Study with Middle School Spatial Organisation.

ERIC Educational Resources Information Center

Mitchell, El

1985-01-01

Demonstrates how elements of a built environment can be introduced to middle school students. Describes activities that address the concept of spatial organziation in a small scale urban environment, suggesting that hierarchical arrangements of settlements, the central place theory, and land use zoning can be taught at the elementary level. (ML)

Inviting Parents to the Middle: A Proactive Stance for Improving Student Performance.

ERIC Educational Resources Information Center

Peel, Henry A.; Foster, Elizabeth S.

1993-01-01

Explores the challenge of keeping parents involved in their children's education beyond the elementary school years. Suggests the invitational model as proactive approach for keeping parents involved in the lives of their children, particularly during the transition years of middle school education. As background, discusses nature of…

Knowing about Racial Stereotypes versus Believing Them

ERIC Educational Resources Information Center

Nasir, Na'ilah Suad; McKinney de Royston, Maxine; O'Connor, Kathleen; Wischnia, Sarah

2017-01-01

Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience…

Analysis of food irradiation education for elementary, middle, and high school students for three years in South Korea.

PubMed

Choi, Yoonseok; Kim, Jaerok; Han, Eunok

2016-04-01

The current South Korean government policy on food irradiation technology should be reformed based on an in-depth investigation of the communications aspect, because the issue is no longer of a technological nature, given the proven safety and efficacy of the processes. The target population of the education program consisted of elementary, middle, and high school students attending 310 schools in South Korea (2013: 63 schools, 2014: 104 schools, 2015: 143 schools). Data subjected to analysis were 13,327 pre-education and 12,641 post-education questionnaires received from 7,582 elementary, 2,671 middle, and 3,249 high school students who participated in the education program from May 2012 to April 2015 (n = 12,831), after the exclusion of inadequately filled-in questionnaires. Analysis of the three-year educational effect trend was conducted by comparing levels of variables before and after food radiation education. The analysis yielded the finding that the post-education levels were significantly higher for all variables. That is, for interest in education, perception (necessity, safety, subjective knowledge, and information acquisition), objective knowledge, and attitude, with the sole exception of objective knowledge in 2013. Given that post-education levels of perception, knowledge, and attitude concerning irradiated foods increased considerably compared to pre-education levels, behavior change should be induced by providing continuous education to enhance, these primary variables.

Meet Mr. and Mrs. Gen X: A New Parent Generation

ERIC Educational Resources Information Center

Howe, Neil

2010-01-01

Slowly but surely, Generation Xers have been taking over from Baby Boomers as the majority of parents in elementary and secondary education. In the early 1990s, Gen Xers began joining parent-teacher associations in the nation's elementary schools. Around 2005, they became the majority of middle school parents. By the fall of 2008, they took over…

Multicomponent Programs for Reducing Peer Victimization in Early Elementary School: A Longitudinal Evaluation of the WITS Primary Program

ERIC Educational Resources Information Center

Leadbeater, Bonnie; Sukhawathanakul, Paweena

2011-01-01

Past research demonstrates the promise of multicomponent programs in reducing peer victimization and bullying in older elementary and middle school children, however little research focuses on young children. The current study examines the effectiveness of the WITS Primary program on trajectories of victimization and social responsibility in…

Fostering Scientific Thinking by Prospective Teachers in a Course That Integrates Physics and Literacy Learning

ERIC Educational Resources Information Center

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-01-01

We designed a physics course for prospective elementary and middle school teachers to foster aspects of scientific thinking recommended in reform documents. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrated physics and literacy learning in this course. By integrating physics and literacy learning,…

The Effect of Computers on School Air-Conditioning.

ERIC Educational Resources Information Center

Fickes, Michael

2000-01-01

Discusses the issue of increased air-conditioning demand when schools equip their classrooms with computers that require enhanced and costlier air-conditioning systems. Air-conditioning costs are analyzed in two elementary schools and a middle school. (GR)

Managing Middle School Madness: Helping Parents and Teachers Understand the "Wonder Years"

ERIC Educational Resources Information Center

Gilderman, Glen

2006-01-01

For many parents and students, the transition from elementary school to middle school can be difficult. This book is a compilation of advice and information to help parents prepare for the behavioral, social, and academic adjustments that students may encounter. In this book, the author offers practical tips on topics such a setting up rewards for…

ScienceFEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.

2005-05-01

Funded by the National Science Foundation, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and middle school teachers design a comprehensive module in astronomy that is inquiry-based and reflects the national and state science standards. Project participants then teach their modules in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The session presenters will share some of the instructional materials developed by the college students and how their experiences in Science FEST have enhanced their pre-professional development. The project's website can be found at www.science-fest.org.

The Future School: Designing for Student Success.

ERIC Educational Resources Information Center

Ruck, Gary

1993-01-01

Three themes of change in school planning are the future school, outsourcing, and the reconstruction of existing facilities to accommodate technological and philosophical potential. Describes the technology and the house concept at a middle school and renovations at an elementary school. (MLF)

The role of heterogeneity in contact timing and duration in network models of influenza spread in schools

PubMed Central

Toth, Damon J. A.; Leecaster, Molly; Pettey, Warren B. P.; Gundlapalli, Adi V.; Gao, Hongjiang; Rainey, Jeanette J.; Uzicanin, Amra; Samore, Matthew H.

2015-01-01

Influenza poses a significant health threat to children, and schools may play a critical role in community outbreaks. Mathematical outbreak models require assumptions about contact rates and patterns among students, but the level of temporal granularity required to produce reliable results is unclear. We collected objective contact data from students aged 5–14 at an elementary school and middle school in the state of Utah, USA, and paired those data with a novel, data-based model of influenza transmission in schools. Our simulations produced within-school transmission averages consistent with published estimates. We compared simulated outbreaks over the full resolution dynamic network with simulations on networks with averaged representations of contact timing and duration. For both schools, averaging the timing of contacts over one or two school days caused average outbreak sizes to increase by 1–8%. Averaging both contact timing and pairwise contact durations caused average outbreak sizes to increase by 10% at the middle school and 72% at the elementary school. Averaging contact durations separately across within-class and between-class contacts reduced the increase for the elementary school to 5%. Thus, the effect of ignoring details about contact timing and duration in school contact networks on outbreak size modelling can vary across different schools. PMID:26063821

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of U.S. Schools

PubMed Central

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective Determine school characteristics associated with healthy/unhealthy foodservice offerings or healthy food preparation practices. Design Retrospective analysis of cross-sectional data. Setting Nationally representative sample of public and private elementary, middle and high schools. Participants 526 and 520 schools with valid data from the 2006 School Health Policies and Practices Study (SHPPS) Food Service School Questionnaire. Main Outcome Measure(s) Scores for healthy/unhealthy foodservice offerings and healthy food preparation practices. Analysis Multivariable regression to determine significant associations among school characteristics and offerings/preparation practices. Results Public schools and schools participating in USDA Team Nutrition reported more healthy offerings and preparation than private or non-participating schools, respectively. Elementary schools reported less unhealthy offerings than middle or high schools; middle schools reported less unhealthy offerings than high schools. Schools requiring foodservice managers to have a college education reported more healthy preparation while those requiring completion of a foodservice training program reported less unhealthy offerings and more healthy preparation than schools without these requirements. Conclusions and Implications Results suggest the school nutrition environment may be improved by requiring foodservice managers to hold a nutrition-related college degree and/or successfully pass a foodservice training program, and by participating in a school-based nutrition program, such as USDA Team Nutrition. PMID:22963956

Education and Certification Qualifications of Public Middle Grades Teachers of Selected Subjects: Evidence from the 2011-12 Schools and Staffing Survey. NCES 2015-815

ERIC Educational Resources Information Center

Baldi, Stéphane; Warner-Griffin, Catharine; Tadler, Chrystine

2015-01-01

This report examines the postsecondary majors and teaching certifications of middle grades teachers in public schools in selected subject areas by using data from the 2011-12 Schools and Staffing Survey (SASS). SASS is a sample survey of elementary and secondary schools in the United States that collects data on American public and private…

The Middle Ages: Family Life.

ERIC Educational Resources Information Center

School Library Media Activities Monthly, 1996

1996-01-01

Describes a four-volume reference set for elementary and middle school students called "The Middle Ages: An Encyclopedia for Students" edited by William Chester Jordan. Provides a sample lesson which includes library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for…

Elementary and middle school science improvement project

NASA Technical Reports Server (NTRS)

Mcguire, Saundra Yancy

1987-01-01

The Alabama A & M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted in response to a need to improve the ability of North Alabama teachers to teach science effectively using the experimental or hands-on approach. The major component of the project was a two-week workshop. Follow-up visits were made to the classrooms of many of the participating teachers to obtain information on how the program was being implemented in the classroom. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcomes are addressed.

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

ERIC Educational Resources Information Center

Britt, Judy; Howe, Mandi

2014-01-01

In each edition of their book "Doing History: Investigating with Children in Elementary and Middle Schools", Levstik and Barton (2011) encourage us to take a mental journey to imagine classrooms where students regularly "do history" (xi). The social studies experiences that many educators envision for elementary classrooms…

Developmental trajectories of compensatory exercise and fasting behavior across the middle school years.

PubMed

Davis, Heather A; Guller, Leila; Smith, Gregory T

2016-12-01

Compensatory exercise and fasting behavior, in the absence of binge eating and purging, appear to be important eating disorder behaviors that are associated with dysfunction, but little is known about these behaviors in youth. We studied the trajectories of their development in non-binge eating and non-purging girls during early adolescence. Using a longitudinal design, we assessed 564 girls six times over the three years of middle school (grades 6 through 8) and developed trajectories specifying different developmental patterns in relation to the behaviors. Prior to this period, when the girls were in 5th grade (elementary school), we assessed risk factors to predict girls' subsequent trajectory group membership. Compensatory exercise trajectory groups included a non-engagement group, a group that increased in the behavior, and a group that decreased in the behavior. There were two fasting trajectory groups, one consistently engaging in the behavior and the other consistently not. Elementary school levels of depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership. Risk for compensatory exercise and fasting should be evaluated as early as in 5th grade. Targeted interventions should focus on girls in late elementary school or middle school, as this appears to be a critical developmental and maintenance period for compensatory exercise and fasting behavior. Copyright © 2016 Elsevier Ltd. All rights reserved.

Transition to Middle School: Self Concept and Student Perceptions in Fourth and Fifth-Graders

ERIC Educational Resources Information Center

Hensley, Alice M.

2009-01-01

The transition from elementary to middle school is a significant period of change for adolescents and is remarkable for several reasons, including the opportunity for new experiences and the potential for other developmental changes to occur simultaneously. Existing literature on transition includes both positive and negative outcomes for…

Beyond the Transcript: Factors Influencing the Pursuit of Science and Mathematics Coursework

ERIC Educational Resources Information Center

Haag, Susan; Megowan, Colleen

2012-01-01

The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in-service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the…

Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

ERIC Educational Resources Information Center

Akos, Patrick; Rose, Roderick A.; Orthner, Dennis

2015-01-01

The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

PubMed

Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

2018-03-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Schools' Defense of Children in America at War.

ERIC Educational Resources Information Center

Pryor, Carolyn B.

1992-01-01

Examines effects of the Persian Gulf War on elementary school and secondary school students and school responses through focus groups and interviews with school personnel, a survey of 97 students, and a discussion with 4 Chaldean-American middle school girls. Diverse attitudes required varying school responses. (SLD)

Smoking and its risk factors in Chinese elementary and middle school students: a nationally representative sample study.

PubMed

Zhang, Xinghui; Li, Yajun; Zhang, Qin; Lu, Furong; Wang, Yun

2014-05-01

The purpose of this study was to examine the prevalence of smoking in a nationally representative sample of Chinese elementary and middle school students and to investigate its risk factors from families and schools. The data were from the National Children's Study of China (NCSC), in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Chi-square tests and one-way ANOVAs were used to analyze the relationships between smoking and the risk factors. Logistic regressions were used to calculate odds ratios. The prevalence of ever smokers and current smokers were 19.0% and 5.4%. Focusing on current smokers, boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels reported smoking significantly more than girls, elementary school students, urban students, non-boarding students, only children and those owning parents with high educational levels. Lower trust and support from teachers and higher parent-child conflict positively predicted both smoking and smoking frequency. Lower trust and support from classmates was associated with higher possibility of smoking. However, higher trust and support from classmates was associated with higher smoking frequency. Teacher smoking and friend smoking were only predictive of smoking, but not of smoking frequency. Boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels need special attention. The most risk factors for smoking and smoking frequency were lower trust and support from teachers and higher parent-child conflict. Copyright © 2014 Elsevier Ltd. All rights reserved.

Elementary Principals: How Do We Compare with Middle Managers in Industry?

ERIC Educational Resources Information Center

Alkire, Gary F.; Dorin, Patrick C.

1979-01-01

A study conducted at the University of Minnesota (1977) suggests there is no significant difference in the activities of elementary school principals and industrial managers when it comes to planning, investigating, coordinating, and evaluating activities. (JC)

Assessing Teachers' Positive Psychological Functioning at Work: Development and Validation of the Teacher Subjective Wellbeing Questionnaire

ERIC Educational Resources Information Center

Renshaw, Tyler L.; Long, Anna C. J.; Cook, Clayton R.

2015-01-01

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators--a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report…

Using Rasch Modeling to Explore Students' Understanding of Elementary School Ideas about Energy

ERIC Educational Resources Information Center

Herrmann Abell, Cari F.; DeBoer, George E.

2015-01-01

Energy plays a central role in our society, so it is essential that all citizens understand what energy is and how it moves and changes form. However, research has shown that students of all ages have difficulty understanding these abstract concepts. This paper presents a summary of elementary, middle, and high school students' understanding of…

Using the Native American Flute in a Beginning Instrumental Classroom: The Native American Flute Can Be a Great Tool for Helping Students Learn to Improvise

ERIC Educational Resources Information Center

Winslow, Michael; Winslow, Hayley

2006-01-01

Although the National Standards include achievement standards for improvisation for elementary school students, music teachers sometimes are reluctant to pursue improvisation study with young students. First- and second-year instrumental students, often older elementary or middle school students, may have difficulty studying improvisation because…

Bridging the Opportunity Gap: How Washington Elementary Schools Are Meeting Achievement Standards. Research Report #2

ERIC Educational Resources Information Center

Washington School Research Center, 2002

2002-01-01

The 4th and 7th grade Washington Assessment of Student Learning (WASL) scores for the past several years have indicated that the percentage of students meeting the new higher standards is not satisfactory, although improvement is being shown every year. There are indications, however, that while some elementary and middle/junior high schools are…

Prevalence of Overweight in North Florida Elementary and Middle School Children: Effects of Age, Sex, Ethnicity, and Socioeconomic Status

ERIC Educational Resources Information Center

Johnson, Suzanne B.; Pilkington, Lorri L.; Deeb, Larry C.; Jeffers, Sheila; He, Jianghua; Lamp, Camilla

2007-01-01

Background: The number of overweight children has been rapidly increasing, although its prevalence varies by age, sex, ethnicity, and socioeconomic (SES) status. Methods: Height and weight assessments were used to calculate body mass index (BMI) and BMI percentile on more than 17,000 children in 1 north Florida school district's elementary and…

What Do the Teachers Have to Say? A Phenomenological Study of the Use of Stationary Movement Devices in Elementary and Middle School Classrooms

ERIC Educational Resources Information Center

Allen, Amanda Hudson

2015-01-01

The purpose of this phenomenological study was to explore and describe the experiences of elementary and middle schoolteachers who have used stationary movement devices (SMDs) in their classrooms. A phenomenological approach was as a foundational exploration of SMD use in the classroom setting because there was a lack of directly related research.…

Effectiveness of Intelligent Tutoring Systems: A Meta Analytic Review

DTIC Science & Technology

2017-02-01

studies of peer tutoring in elementary and secondary school mathematics, reported that tutoring programs raised math test scores by an average of 0.60...programs in elementary and secondary schools. Mathes and Fuchs (1994) found an improvement of 0.36 stan- dard deviations in 11 studies of peer...per- centile. Slavin et al. analyzed evaluations carried out in math courses in both middle and high schools. They located 13 evaluations, but only

Assessing Music Students' Motivation Using the Music Model of Academic Motivation Inventory

ERIC Educational Resources Information Center

Parkes, Kelly A.; Jones, Brett D.; Wilkins, Jesse L. M.

2017-01-01

The purpose of this study was to investigate the reliability and validity of using a motivation inventory with music students in upper-elementary, middle, and high school. We used the middle/high school version of the MUSIC Model of Academic Motivation Inventory to survey 93 students in the 5th to 12th grades in one school. Our analysis revealed…

School Phobia

ERIC Educational Resources Information Center

Tyrrell, Maureen

2005-01-01

School phobia is a serious disorder affecting up to 5% of elementary and middle school children. Long-term consequences include academic failure, diminished peer relationships, parental conflict, and development of additional psychiatric disorders. Hiding behind such common physical symptoms as headaches, stomachaches, and fatigue, school phobia…

Phonemic Awareness and Middle-Ear Disease among Bedouin Arabs in Israel.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

2002-01-01

Investigates the effect of middle-ear infections on phonemic awareness on first-grade Bedouin Arab elementary school children in northern Israel. Divides 49 children who were screened according to their infant medical records into two groups: one with repeated middle-ear infection and one without. Indicates a nonsignificant effect of middle-ear…

Do School Uniforms Fit?

ERIC Educational Resources Information Center

White, Kerry A.

2000-01-01

In 1994, Long Beach (California) Unified School District began requiring uniforms in all elementary and middle schools. Now, half of all urban school systems and many suburban schools have uniform policies. Research on uniforms' effectiveness is mixed. Tightened dress codes may be just as effective and less litigious. (MLH)

Promoting Multi-Site Collaborative Inquiry: Initial Efforts and Challenges.

ERIC Educational Resources Information Center

Rafferty, Cathleen D.

This paper explores perspectives, issues, and experiences related to initiating collaborative inquiry across multiple levels and sites, based on school-university partnerships developed between Indiana State University (ISU) and 10 professional development schools (five elementary schools, one middle school, and four high schools). Principles…

FIRST LEGO League Kickoff

NASA Technical Reports Server (NTRS)

2006-01-01

FIRST LEGO League participants listen to Aerospace Education Specialist Chris Copelan explain the playing field for 'Nano Quest' during a recent FLL kickoff event at StenniSphere, the visitor center at NASA Stennis Space Center. The kickoff began the 2006 FLL competition season. Eighty-five teachers, mentors, parents and 9- to 14-year-old students from southern and central Mississippi came to SSC to hear the rules for Nano Quest. The challenge requires teams to spend eight weeks building and programming robots from LEGO Mindstorms kits. They'll battle their creations in local and regional competitions. The Dec. 2 competition at Mississippi Gulf Coast Community College will involve about 200 students. FIRST LEGO League, considered the 'little league' of the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation, and to promote the principles of team play and gracious professionalism. Because NASA advocates robotics and science-technology education, the agency and SSC support FIRST by providing team coaches, mentors and training, as well as competition event judges, referees, audio-visual and other volunteer staff personnel. Two of Mississippi's NASA Explorer Schools, Bay-Waveland Middle and Hattiesburg's Lillie Burney Elementary, were in attendance. The following schools were also represented: Ocean Springs Middle, Pearl Upper Elementary, Long Beach Middle, Jackson Preparatory Academy, North Woolmarket Middle, D'Iberville Middle, West Wortham Middle, Picayune's Roseland Park Baptist Academy and Nicholson Elementary, as well as two home-school groups from McComb and Brandon. Gulfport and Picayune Memorial-Pearl River high schools' FIRST Robotics teams conducted robotics demonstrations for the FLL crowd.

FIRST LEGO League Kickoff

NASA Image and Video Library

2006-09-23

FIRST LEGO League participants listen to Aerospace Education Specialist Chris Copelan explain the playing field for 'Nano Quest' during a recent FLL kickoff event at StenniSphere, the visitor center at NASA Stennis Space Center. The kickoff began the 2006 FLL competition season. Eighty-five teachers, mentors, parents and 9- to 14-year-old students from southern and central Mississippi came to SSC to hear the rules for Nano Quest. The challenge requires teams to spend eight weeks building and programming robots from LEGO Mindstorms kits. They'll battle their creations in local and regional competitions. The Dec. 2 competition at Mississippi Gulf Coast Community College will involve about 200 students. FIRST LEGO League, considered the 'little league' of the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition, partners FIRST and the LEGO Group. Competitions aim to inspire and celebrate science and technology using real-world context and hands-on experimentation, and to promote the principles of team play and gracious professionalism. Because NASA advocates robotics and science-technology education, the agency and SSC support FIRST by providing team coaches, mentors and training, as well as competition event judges, referees, audio-visual and other volunteer staff personnel. Two of Mississippi's NASA Explorer Schools, Bay-Waveland Middle and Hattiesburg's Lillie Burney Elementary, were in attendance. The following schools were also represented: Ocean Springs Middle, Pearl Upper Elementary, Long Beach Middle, Jackson Preparatory Academy, North Woolmarket Middle, D'Iberville Middle, West Wortham Middle, Picayune's Roseland Park Baptist Academy and Nicholson Elementary, as well as two home-school groups from McComb and Brandon. Gulfport and Picayune Memorial-Pearl River high schools' FIRST Robotics teams conducted robotics demonstrations for the FLL crowd.

Analysis of food irradiation education for elementary, middle, and high school students for three years in South Korea

PubMed Central

Choi, Yoonseok; Kim, Jaerok

2016-01-01

BACKGROUND/OBJECTIVES The current South Korean government policy on food irradiation technology should be reformed based on an in-depth investigation of the communications aspect, because the issue is no longer of a technological nature, given the proven safety and efficacy of the processes. SUBJECTS/METHODS The target population of the education program consisted of elementary, middle, and high school students attending 310 schools in South Korea (2013: 63 schools, 2014: 104 schools, 2015: 143 schools). Data subjected to analysis were 13,327 pre-education and 12,641 post-education questionnaires received from 7,582 elementary, 2,671 middle, and 3,249 high school students who participated in the education program from May 2012 to April 2015 (n = 12,831), after the exclusion of inadequately filled-in questionnaires. RESULTS Analysis of the three-year educational effect trend was conducted by comparing levels of variables before and after food radiation education. The analysis yielded the finding that the post-education levels were significantly higher for all variables. That is, for interest in education, perception (necessity, safety, subjective knowledge, and information acquisition), objective knowledge, and attitude, with the sole exception of objective knowledge in 2013. CONCLUSIONS Given that post-education levels of perception, knowledge, and attitude concerning irradiated foods increased considerably compared to pre-education levels, behavior change should be induced by providing continuous education to enhance, these primary variables. PMID:27087909

Effect of Retention in Elementary Grades on Transition to Middle School

PubMed Central

Im, Myung Hee; Hughes, Jan H.; Kwok, Oi-man; Puckett, Stevie; Cerdia, Carissa Analise

2013-01-01

The authors investigated the effects of retention in grades 1 to 5 on students’ reading and math achievement, teacher-rated engagement, and student-reported school belonging in middle school. From a multiethnic sample (N = 784) of children who scored below the median on a test of literacy in grade 1, an average of 75 students subsequently retained in grades 1 to 5 were matched with an average of 299 continuously promoted students on the basis of propensity to be retained in the elementary grades. A total of 20 imputed datasets were analyzed, all of which showed good balance across the 67 baseline covariates used to calculate propensity scores. The hypothesis that retained students, who are “old for grade” when they make the transition to middle school, would have a more difficult transition to middle school than promoted peers was tested with 3-level, piecewise growth modeling. Piece 1 included assessments prior to the transition to middle school, and piece 2 included assessments after the transition. Retained and continuously promoted students did not differ on any of the outcome measures during the year prior to transition, nor did they differ in their post-transition trajectories. Discrepancies between these results and results of prior research are discussed in terms of demographic and generational differences as well as differences in methodological rigor. PMID:23816229

Evaluation of the exercise workload of broadcast calisthenics for children and adolescents aged 11-17 years.

PubMed

Cui, Yupeng; Liu, Xiaoyan; Liu, Xiaoran; Wu, Jian; Zhao, Minghua; Ren, Jingping; Yang, Junqing; Gu, Fang; Wang, Chao

2011-02-01

The aim of this study was to examine the exercise workload of the 3rd Series of National Broadcast Calisthenics for Elementary and Middle School Students. Altogether, 120 students aged 11-17 years were randomly selected from elementary and middle schools to participate in the study. Each participant performed a cycle ergometer test to obtain maximum oxygen uptake ([Vdot]O(2max)) and maximum heart rate values. In the laboratory, oxygen uptake ([Vdot]O(2)), metabolic equivalents (METs), and heart rate were recorded continuously throughout a calisthenics session performed by the participants. Ratings of perceived exertion (RPE) were also recorded. Throughout the calisthenics session, mean percentage of [Vdot]O(2) reserve varied from 30.7% to 41.2%, mean percentage of heart rate reserve from 39.0% to 56.9%, and mean RPE from 9.0 to 10.4. The mean energy cost during most of the segments across the four routines of calisthenics was significantly higher (P < 0.05) than 3.0 METs. In conclusion, the exercise workload of the 3rd Series of National Broadcast Calisthenics for Elementary and Middle School Students session varied from low to moderate. As part of a school-based physical activity intervention project, calisthenics would help to promote an active lifestyle and health in children and adolescents.

Using education on irradiated foods to change behavior of Korean elementary, middle, and high school students

PubMed Central

Kim, Jaerok; Choi, Yoonseok

2014-01-01

BACKGROUND/OBJECTIVES Educational interventions targeted food selection perception, knowledge, attitude, and behavior. Education regarding irradiated food was intended to change food selection behavior specific to it. SUBJECTS AND METHODS There were 43 elementary students (35.0%), 45 middle school students (36.6%), and 35 high school students (28.5%). The first step was research design. Educational targets were selected and informed consent was obtained in step two. An initial survey was conducted as step three. Step four was a 45 minute-long theoretical educational intervention. Step five concluded with a survey and experiment on food selection behavior. RESULTS As a result of conducting a 45 minute-long education on the principles, actual state of usage, and pros and cons of irradiated food for elementary, middle, and high-school students in Korea, perception, knowledge, attitude, and behavior regarding the irradiated food was significantly higher after the education than before the education (P < 0.000). CONCLUSIONS The behavior of irradiated food selection shows high correlation with all variables of perception, knowledge, and attitude, and it is necessary to provide information of each level of change in perception, knowledge, and attitude in order to derive proper behavior change, which is the ultimate goal of the education. PMID:25324942

Public Schools Go Private.

ERIC Educational Resources Information Center

Harrington-Lueker, Donna

1993-01-01

The growing field of profit-making public-school management represents a way to begin school reform and save money. Educational Alternatives, Inc. has an agreement to manage eight elementary schools and one middle school in Baltimore, Maryland; and Whittle Communications, Inc. plans to seek contracts to manage existing public school programs. (MLF)

Perceptions of School Nurses regarding Obesity in School-Age Children

ERIC Educational Resources Information Center

Moyers, Pamela; Bugle, Linda; Jackson, Elaine

2005-01-01

Obesity is epidemic in the nation's school-age population with African American and Hispanic children and adolescents specifically at risk. School nurses at elementary and middle public schools in the Missouri 8th Congressional District were surveyed regarding their perceptions of childhood obesity. School nurses supported preventive interventions…

Online Options for Math-Advanced Students

ERIC Educational Resources Information Center

Wessling, Suki

2012-01-01

Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…

Mourning Child Grief Support Group Curriculum: Middle Childhood Edition, Grades 3-6.

ERIC Educational Resources Information Center

Lehmann, Linda; Jimerson, Shane R.; Gaasch, Ann

The Mourning Child Early Childhood grief support curriculum is intended for use with late elementary and middle school-aged children, specifically children in grades three through six, who have experienced the death of someone special to them. It is designed for use by professionals who work in schools, hospitals, hospices, mental health agencies,…

A Replication Study to Evaluate the Effects of Schema-Based Instruction on Middle School Students' Proportional Problem-Solving Performance

ERIC Educational Resources Information Center

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Slater, Susan C.; Simonson, Gregory R.; Nelson, Gena

2016-01-01

Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals,…

Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers

ERIC Educational Resources Information Center

Jones, Mark T.; Eick, Charles J.

2007-01-01

Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

Take a Class Outdoors. A Guidebook for Environmental Service Learning. Linking Learning with Life.

ERIC Educational Resources Information Center

Clifton, Linda; Mauney, Tammy; Falkner, Rebekah

This guidebook focuses on the addition of environmental service learning in elementary, middle, or high school. Sections 1 and 2 describe an administrator's view of the success of service learning in her middle school and a student's opinion of her encounters with Mississippi's natural resources. Section 3 provides a rationale for environmental…

Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs

ERIC Educational Resources Information Center

Radcliffe, Barbara J.

2015-01-01

All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and…

How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

ERIC Educational Resources Information Center

Aslan, Oktay

2015-01-01

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…

The Fourth Grade Experience: Insights toward the Transition to Middle School

ERIC Educational Resources Information Center

Reynolds, Kelly A.

2005-01-01

The transition from elementary to middle school can be an exciting as well as scary time for young adolescents. The stress of this transition can be decreased by incorporating transition programs that address student needs and concerns. This qualitative research study was designed to gain an overall sense of fourth grade in order to better…

School Counselors' Perceptions of Biracial Children: A Pilot Study.

ERIC Educational Resources Information Center

Harris, Henry L.

2002-01-01

Examines school counselors' personal perceptions of biracial children. It was found that elementary school counselors perceived biracial children as having more behavioral problems than their middle and high school counterparts. Results also suggested that the perceptions of biracial individuals held by school counselors working in school…

Administrator's Handbook for Elementary, Middle, Junior High and High Schools. Regulations and Criteria for Accrediting and Improving the Schools of Oklahoma. Bulletin No. 113-Y.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City. Div. of Instruction.

This administrator handbook begins with statements summarizing Oklahoma's Division of Instruction and the guiding principles of education at the state's elementary and secondary levels. Following an outline of State Board of Education policies, the handbook lists various general regulations and progress criteria for the state as a whole.…

Children's Dreams Viewed through the Prism of Maslow's Hierarchy of Needs

ERIC Educational Resources Information Center

Medcalf, Neva Ann; Hoffman, Thomas J.; Boatwright, Cassie

2013-01-01

During a regular free writing time in class, children in Kindergarten through sixth grade in various areas of the city were given the writing prompt,"My dreams for the world". Writing samples were collected from an elementary school in an affluent area of the city, an elementary and a middle school in a low socio-economic area, and an…

An Instructional Plan Integrating a Community Agency Program: Towns Elementary School, 1972-73. Research and Development Report, Vol. 7, No. 49, April 1974.

ERIC Educational Resources Information Center

Branch, Helen M.; Evans, Dale

The community served by Towns Elementary School has changed from a black neighborhood of upper middle class homeowners to a neighborhood where the majority of the houses are now rented to lower socioeconomic status residents. Pupils now, possibly because of their environmental circumstances, exhibit behaviors which indicate needs for remediation…

School Administrators' Perceptions of Factors that Influence Children's Active Travel to School

ERIC Educational Resources Information Center

Price, Anna E.; Pluto, Delores M.; Ogoussan, Olga; Banda, Jorge A.

2011-01-01

Background: Increasing children's active travel to school may be 1 strategy for addressing the growing prevalence of obesity among school age children. Using the School Travel Survey, we examined South Carolina school district leaders' perceptions of factors that influence elementary and middle school students walking to school. Methods: Frequency…

Will I Succeed in Middle School? A Longitudinal Analysis of Self-Efficacy in School Transitions in Relation to Goal Structures and Engagement

ERIC Educational Resources Information Center

Madjar, Nir; Chohat, Ronny

2017-01-01

The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…

ARTmobile Adventure.

ERIC Educational Resources Information Center

Koontz, Joanne; Terry, Teresa

1990-01-01

Describes the creation of a traveling art museum to expose elementary and middle school children to contemporary art. Maintains that this is a sound way to build school and community support for art education in general. (KM)

Associations among school characteristics and foodservice practices in a nationally representative sample of United States schools.

PubMed

Thomson, Jessica L; Tussing-Humphreys, Lisa M; Martin, Corby K; LeBlanc, Monique M; Onufrak, Stephen J

2012-01-01

Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Secondary analysis of cross-sectional data. Nationally representative sample of public and private elementary, middle, and high schools. Data from the 2006 School Health Policies and Practices Study Food Service School Questionnaire, n = 526 for Healthy and Unhealthy Offerings analysis; n = 520 for Healthy Preparation analysis. Scores for healthy/unhealthy foodservice offerings and healthy food preparation practices. Multivariable regression to determine significant associations among school characteristics and offerings/preparation practices. Public schools and schools participating in the United States Department of Agriculture (USDA) Team Nutrition reported more healthy offerings and preparation than private or nonparticipating schools, respectively. Elementary schools reported fewer unhealthy offerings than middle or high schools; middle schools reported fewer unhealthy offerings than high schools. Schools requiring foodservice managers to have a college education reported more healthy preparation, whereas those requiring completion of a foodservice training program reported fewer unhealthy offerings and more healthy preparation than schools without these requirements. Results suggest the school nutrition environment may be improved by requiring foodservice managers to hold a nutrition-related college degree and/or successfully pass a foodservice training program, and by participating in a school-based nutrition program, such as USDA Team Nutrition. Copyright © 2012 Society for Nutrition Education and Behavior. All rights reserved.

Girls in Foster Care: Risk and Promotive Factors for School Adjustment Across the Transition to Middle School.

PubMed

Pears, Katherine C; Kim, Hyoun K; Leve, Leslie D

2012-01-01

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2(nd) year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2(nd) year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1(st) year of middle school. The results are discussed in terms of implications for interventions for girls in foster care.

Girls in Foster Care: Risk and Promotive Factors for School Adjustment Across the Transition to Middle School

PubMed Central

Pears, Katherine C.; Kim, Hyoun K.; Leve, Leslie D.

2011-01-01

Girls in foster care may face difficulties across the transition to middle school. Latent growth curve modeling was employed to examine trajectories and predictors of academic competence and aggression from and against peers for 75 girls in foster care from the end of elementary school to the 2nd year of middle school. Across the transition to middle school, academic competence increased. Poor self-regulation was associated with decreased academic competence, and higher caregiver support was associated with increased academic competence. Frequency of aggression from peers decreased across the transition, with perceived school competence predicting smaller decreases. Aggression against peers dropped initially and then increased to pretransition levels by the end of the 2nd year of middle school. Lower caregiver support was associated with higher rates of aggression against peers at the end of the 1st year of middle school. The results are discussed in terms of implications for interventions for girls in foster care. PMID:22389543

Working in Urban Schools.

ERIC Educational Resources Information Center

Corcoran, Thomas B.; And Others

This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations,…

Effective Chapter 1 Programs in Oregon.

ERIC Educational Resources Information Center

Berrum, Phyllis

This report describes 11 effective compensatory education programs in Oregon schools funded under Chapter 1 of the Education Consolidation and Improvement Act. One high school, four middle school, and six elementary school programs are profiled. Each profile includes the following information: (1) demographics; (2) staffing; (3) parent…

Form Follows Function: Redesigning the School Library Media Center.

ERIC Educational Resources Information Center

Perry, Karen

1997-01-01

Discusses factors in redesigning school library media centers: electronic resources, electricity, furniture, lighting, and acoustics. Presents a case study of Wake County (North Carolina) Schools and describes the county standards for media center design and renovation for elementary, middle, and high schools. (PEN)

34 CFR 300.156 - Personnel qualifications.

Code of Federal Regulations, 2010 CFR

2010-07-01

... children with disabilities. (c) Qualifications for special education teachers. The qualifications described in paragraph (a) of this section must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school, or secondary school is...

Testing enhances subsequent learning in older but not in younger elementary school children.

PubMed

Aslan, Alp; Bäuml, Karl-Heinz T

2016-11-01

In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the first three lists, participants were immediately tested on the respective list, or the list was re-presented for additional study. Results revealed that, compared to additional study, immediate testing of Lists 1-3 enhanced memory for the subsequently studied List 4 in adults and older elementary school children, but not in younger elementary school children. The findings indicate that the forward effect of testing is a relatively late-maturing phenomenon that develops over middle childhood and is still inefficient in the early elementary school years. Together with the results of other recent studies, these findings point to a more general problem in young children in combating interference. © 2015 John Wiley & Sons Ltd.

Counselors' Role in a Changing, Diverse Society

ERIC Educational Resources Information Center

Merrill-Washington, Victoria

2007-01-01

School Counselors' roles have changed with the challenges of today's population. School counselors are support staff with high student-to-counselor ratios. Counselors are not only present in junior high and middle schools; they now service elementary schools. School counselors need to be aware of the demographics of the changing student…

Classroom-Community Salmon Enhancement Project.

ERIC Educational Resources Information Center

Hubbard-Gray, Sarah

1988-01-01

Describes a program in the Bellevue (Washington) public schools in which elementary and middle school teachers and students raise coho and Chinook salmon in the classroom and later release them into a nearby stream. (TW)

[Analysis on risk factors of screen time among Chinese primary and middle school students in 12 provinces].

PubMed

Wu, X Y; Tao, S M; Zhang, S C; Zhang, Y K; Huang, K; Tao, F B

2016-06-01

To investigate the characteristics of screen time and its risk factors in Chinese primary and middle school students. During April 2012 and June 2012, according to the geographical distribution, the stratified random cluster sampling method was used to select 4 provinces from eastern, central and western China, respectively. The convenience sampling method was used to select 2 primary and middle schools from urban, 2 primary and middle schools from rural in each province. In each school, all grades were included, and 2 classes were selected in each grade. A total of 51 866 students or parents were selected as study participants, and 43 771 questionnaires were valid. Information on demographics, academic performance, screen time (TV, computer and cellphone) at weekdays and weekends and the prevalence of the high screen time were compared, multivariate logistic regression was used to analyze the association between screen time >2 h/d and potential influential factors. The percentage of students with screen time >2 h/d at weekdays and weekends were 16.2% (7 082/43 771) and 41.5% (18 141/43 771) (χ(2)=6 280.14, P<0.001), respectively. The distribution of P50 (P25-P75) for screen time at weekdays and weekends were 0.9(0.4-1.6) and 1.8(1.0-3.0) (Z=-131.26, P<0.001), respectively. The results of multinomial logistic regression analysis showed that, at weekdays, subjects characterized as primary school students, boys, urban area, living in western area and sufficient vigorous physical activity ≤2 d/w had higher risk for screen time >2 h/d than those characterized as elementary school students, girls, rural area, living in eastern area and sufficient vigorous physical activity >3 d/w, odds ratio were 2.01, 1.54, 1.21, 1.09, and 1.07, respectively (P<0.05 for all); subjects characterized as a normal or worse self rating academic performance had higher risk for screen time >2 h/d than those characterized as a good self rating academic performance, odds ratioes were 1.24 and 1.73, respectively (P<0.05 for all); subjects characterized as paternal education level as elementary school, middle school, high school or secondary school had higher risk for screen time >2 h/d than those characterized as paternal education level as college school or high, odds ratioes were 1.41, 1.47 and 1.52, respectively (P<0.05 for all); subjects characterized as maternal education level as elementary school, middle school and high school or secondary school had higher risk for screen time >2 h/d than those characterized as maternal education level as college, odds ratioes were 1.40, 1.52 and 1.47, respectively (P<0.05 for all). At weekends, subjects characterized as primary school students, boys, urban area and sufficient vigorous physical activity ≤2 d/w had higher risk for screen time >2 h/d than those characterized as elementary school students, girls, rural area and sufficient vigorous physical activity >3 d/w, odds ratioes were 2.11, 1.51, 1.20 and 1.05, respectively (P<0.05 for all). At weekends, subjects characterized as a normal or worse self rating academic performance had higher risk for screen time >2 h/d than those characterized as a good self rating academic performance, odds ratioes were 1.09 and 1.26, respectively (P<0.05 for all); subjects characterized as paternal education level as elementary school, middle school, high school or secondary school had higher risk for screen time >2 h/d than those characterized as paternal education level as college school or high, odds ratioes were 1.29, 1.30 and 1.19, respectively (P<0.05 for all); subjects characterized as maternal education level as elementary school, middle school had higher risk for screen time >2 h/d than those characterized as maternal education level as college school or high, odds ratioes were 1.19 and 1.16 and, respectively (P<0.05 for all). The prevalence of screen time >2 h/d is high; screen time at weekdays is longer than weekends, and there are significant differences among different sexes, urban or rural areas, living areas, self rating academic performance, parents education levels and physical activity groups.

Storymaking: Combining Making and Storytelling in a School Makerspace

ERIC Educational Resources Information Center

Bull, Glen; Schmidt-Crawford, Denise A.; McKenna, Michael C.; Cohoon, Jim

2017-01-01

"Storymaking" makes use of school makerspaces to combine making and storytelling. Constructing a diorama is a common storytelling activity in schools. This exploratory study describes preliminary efforts that explored the feasibility of extending "Make to Learn" activities with elementary and middle school students from two…

2011 FIRST LEGO League

NASA Technical Reports Server (NTRS)

2010-01-01

Matthew Myles (left) and Agrippa Kellum from Armstrong Middle School in Starkville, watch as their LEGO robot competes during a Dec. 4 tournament. Elementary and middle school students from across Mississippi gathered in Hattiesburg to participate in the Mississippi Championship FIRST (For Inspiration and Recognition of Science and Technology) LEGO League Tournament. Stennis supports FIRST LEGO League each year by providing mentors, training and tournament volunteers.

2011 FIRST LEGO League

NASA Image and Video Library

2010-12-04

Matthew Myles (left) and Agrippa Kellum from Armstrong Middle School in Starkville, watch as their LEGO robot competes during a Dec. 4 tournament. Elementary and middle school students from across Mississippi gathered in Hattiesburg to participate in the Mississippi Championship FIRST (For Inspiration and Recognition of Science and Technology) LEGO League Tournament. Stennis supports FIRST LEGO League each year by providing mentors, training and tournament volunteers.

The 2014 Michigan Public High School Context and Performance Report Card

ERIC Educational Resources Information Center

Spalding, Audrey

2014-01-01

The 2014 Michigan Public High School Context and Performance Report Card is the Mackinac Center's second effort to measure high school performance. The first high school assessment was published in 2012, followed by the Center's 2013 elementary and middle school report card, which used a similar methodology to evaluate school performance. The…

The Relationship among Principals' Emotional Intelligence Skills with Respect to School Accountability Ratings and Selected Demographic Factors

ERIC Educational Resources Information Center

Labby, Sandra A.

2010-01-01

Purpose: The purpose of this study was to determine the relationship among principals' emotional intelligence skills, school accountability ratings, and selected demographic factors. Method: The sample was comprised of Texas public school principals from elementary, middle school/junior high, and high schools and their school accountability…

Relations between Student Perceptions of Their School Environment and Academic Achievement

ERIC Educational Resources Information Center

Gietz, Carmen; McIntosh, Kent

2014-01-01

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Akron Perkins Normal School: An Institutional History, 1898-1931.

ERIC Educational Resources Information Center

Kline, Melinda J.

The preparation of elementary school teachers in the middle and late 19th century increasingly included city normal training schools. The city school board of Akron, Ohio, reflected this trend and established its own normal training school in 1898. This paper documents the preservice training of teachers within the city training school, the…

Parent involvement and science achievement: A latent growth curve analysis

NASA Astrophysics Data System (ADS)

Johnson, Ursula Yvette

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study - Kindergarten Class of 1998--1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day kindergarten class in 1998--1999. The present study's sample (N = 8,070) was based on students that had a sampling weight available from the public-use data file. Students were assessed in science achievement at third, fifth, and eighth grades and parents of the students were surveyed at the same time points. Analyses using latent growth curve modeling with time invariant and varying covariates in an SEM framework revealed a positive relationship between science achievement and parent involvement at eighth grade. Furthermore, there were gender and racial/ethnic differences in parents' school involvement as a predictor of science achievement. Findings indicated that students with lower initial science achievement scores had a faster rate of growth across time. The achievement gap between low and high achievers in earth, space and life sciences lessened from elementary to middle school. Parents' involvement with school usually tapers off after elementary school, but due to parent school involvement being a significant predictor of eighth grade science achievement, later school involvement may need to be supported and better implemented in secondary schooling.

Flood Gives Birth to Dream School.

ERIC Educational Resources Information Center

Freeman, Laurie

1996-01-01

Forced by flooding of the Mississippi River to relocate their entire town, residents of tiny Valmeyer, Illinois, built an upgraded, improved school. The new facility serves elementary, middle, and high school students in three separate wings and is equipped to participate in distance learning. (MLF)

School Capacity. Educational Facility Series; A Guide to Planning.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton. Bureau of School Planning Services.

Information, instructions and worksheets are provided for use in computing the functional capacity of an elementary, middle or secondary school building. The functional capacity is the number of pupils that can adequately be housed in a school building without overcrowding. (FS)

Middle School Science Notes.

ERIC Educational Resources Information Center

School Science Review, 1984

1984-01-01

Presents (1) suggestions on teaching volume and density in the elementary school; (2) ideas for teaching about floating and sinking; (3) a simple computer program on color addition; and (4) an illustration of Newton's second law of motion. (JN)

Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

PubMed

Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

2013-11-01

Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

An evaluation of an abstinence-only sex education curriculum: an 18-month follow-up.

PubMed

Denny, George; Young, Michael

2006-10-01

The article examines the results from an 18-month follow-up evaluation of an abstinence education curriculum series. Participants were students from 15 school districts recruited to participate in the project. The intervention was the Sex Can Wait curriculum series, consisting of upper elementary, middle school, and high school components. The 5-week curriculum was implemented by teachers who had participated in a special teacher training workshop. Both intervention and comparison students were surveyed before and after the curriculum intervention and at 18-month follow-up. Results indicated short-term effects as follows. Upper elementary intervention students indicated higher level of knowledge, more hopefulness for the future, and greater self-efficacy than did the comparison group. Middle school intervention students did not differ from comparison students. High school intervention students reported lower participation rates than the comparison group students in sexual intercourse (ever and last month), a more positive attitude toward abstinence and a greater intent to remain abstinent. Long-term (18 month) benefits were noted as follows: upper elementary intervention students had greater knowledge and were less likely than comparison students to report participation in sexual intercourse in the last month. Middle school intervention students were less likely than comparison students to report participation in sexual intercourse ever and sexual intercourse in the last month. High school intervention students evidenced greater knowledge and greater intent to remain abstinent than did comparison students. Results indicate that the program did have some positive benefits that should be considered by those interested in abstinence education programming.

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea

PubMed Central

Kwon, Kwang-il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-01-01

BACKGROUND/OBJECTIVES The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. SUBJECTS/METHODS This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. RESULTS The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. CONCLUSIONS This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool. PMID:28989577

Creating a school nutrition environment index and pilot testing it in elementary and middle schools in urban South Korea.

PubMed

Park, Sohyun; Kwon, Kwang-Il; Kweon, Soon Ju; Wang, Youfa; Gittelsohn, Joel

2017-10-01

The role of a school's nutrition environment in explaining students' eating behaviors and weight status has not been examined in an Asian setting. The purpose of this study was to create a school nutrition environment index and to pilot test the index in elementary and middle schools in urban South Korea. This study used a mixed-methods approach. Environment assessment tools were developed based on formative research, which comprised literature reviews, in-depth interviews, and focus group discussions. Key elements from the formative research were included in the assessment tool, which consisted of a structured survey questionnaire for school dietitians. Fifteen school dietitians from 7 elementary and 8 middle schools in Seoul completed the questionnaire. The formative research revealed four main sections that guided a summary index to assess a school's nutrition environment: resource availability, education and programs, dietitians' perceptions and characteristics, and school lunch menu. Based on the literature reviews and interviews, an index scoring system was developed. The total possible score from the combined four index sections was 40 points. From the 15 schools participating in the pilot survey, the mean school nutrition-environment index was 22.5 (standard deviation ± 3.2; range 17-28). The majority of the schools did not offer classroom-based nutrition education or nutrition counseling for students and parents. The popular modes of nutrition education were school websites, posters, and newsletters. This paper illustrates the process used to develop an instrument to assess a school's nutrition environment. Moreover, it presents the steps used to develop a scoring system for creation of a school nutrition environment index. As pilot testing indicated the total index score has some variation across schools, we suggest applying this instrument in future studies involving a larger number of schools. Future studies with larger samples will allow investigation of the validity and reliability of this newly developed tool.

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

ERIC Educational Resources Information Center

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

The Middle East Institute Resource Guide for Teachers.

ERIC Educational Resources Information Center

Fix, Jerrold E.

Abstracts and evaluations of over 50 instructional and resource materials related to the Middle East are presented in the resource guide. The guide is intended for use by elementary and secondary school social studies classroom teachers as they seek information about availability and potential uses of resources dealing with the Middle East. Four…

How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?

ERIC Educational Resources Information Center

Hesson, Nicole

2016-01-01

This study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to…

How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?

ERIC Educational Resources Information Center

Hesson, Nicole

2016-01-01

This dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and…

Importance of the National Career Development Guidelines to School Counselors.

ERIC Educational Resources Information Center

Freeman, Brenda

1994-01-01

Surveyed opinions of national random sample of school counselors (n=1,510) toward importance of elementary, junior high/middle, and high school competencies in National Career Development Guidelines. Results indicated that school counselors considered the career development competencies in the guidelines to be "important" to "very important"…

Reconceiving the Standards and the School Music Program

ERIC Educational Resources Information Center

Reimer, Bennett

2004-01-01

Music offerings in United States schools have remained largely the same for well over half a century. Basic program consists of general music classes up to and sometimes through middle school and elective performance opportunities in upper elementary grades through high school, primarily focused on band (including jazz groups), orchestra, and…

SOAR: Showcasing Outstanding Achievements in Region 1.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Workforce Development.

This document showcases 129 exemplary workforce development-related programs at elementary schools, middle schools, high schools, adult centers, school districts, vocational-technical centers, and two- and four-year colleges in 15 counties in Florida's western panhandle region. The 15 counties are: (1) Bay; (2) Calhoun; (3) Escambia; (4) Franklin;…

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence.

ERIC Educational Resources Information Center

Carlson, Elizabeth A.; Sroufe, L. Alan; Collins, W. Andres; Jimerson, Shane; Weinfield, Nancy; Henninghausen, Katherine; Egeland, Byron; Hyson, Daniel M.; Anderson, Fione; Meyer, Stephanie E.

1999-01-01

This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional…

Principals' Perceptions of School Counselor Roles and Satisfaction with School Counseling Services

ERIC Educational Resources Information Center

Beesley, Denise; Frey, Lisa L.

2006-01-01

This study surveyed principals (N = 303) across the nation about their perceptions of school counselor roles and satisfaction with counseling services. Results from this exploratory study revealed that principals reported overall satisfaction with counseling services, although satisfaction varied across levels (elementary, middle school/junior…

78 FR 34385 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-07

... elementary, middle, and high school levels: health education, physical education, health services, mental... Physical Education 685 1 40/60 and Activity. District Health Services... 685 1 40/60 District Nutrition... School Recruitment Script.. 821 1 60/60 School Health Education.... 640 1 20/60 School Physical Education...

The Michigan Context and Performance Report Card: Public Elementary & Middle Schools, 2013

ERIC Educational Resources Information Center

Spalding, Audrey

2013-01-01

The Michigan Context and Performance Report Card measures school performance by adjusting standardized test scores to account for student background. Comparing schools using unadjusted test scores ignores the significant relationship between academic performance and student socioeconomic background--a dynamic outside a school's control. The…

Creating Warm and Exciting Environments.

ERIC Educational Resources Information Center

Dolan, Thomas G.

2003-01-01

Using three examples, illustrates how interior design for schools is moving away from an institutional appearance, using ideas, such as a main street/neighborhood look and student art work. Schools described are Ft. Recovery Elementary/Middle School in Ft. Recovery, Ohio; Detroit Country Day School in Beverly Hills, Michigan; and Ocotillo…

Examining the Relationship between Instructional Leadership and Organizational Health

ERIC Educational Resources Information Center

Parlar, Hanifi; Cansoy, Ramazan

2017-01-01

The aim of this study was to examine the relationship between school administrators' instructional leadership behaviours, and organizational health of schools. The participants were 538 teachers working in elementary, middle and high schools located in the Umraniye district of Istanbul. The data was gathered through the "School Principals'…

Seeking: Special Education Director

ERIC Educational Resources Information Center

Collins, Jeanne

2007-01-01

The author recently left her position as special services director in an urban school district in Vermont, a state that embraces inclusion for students with disabilities, to accept the position of superintendent of schools in the same district. The new job requires overseeing the educational mission of six elementary schools, two middle schools, a…

School Library Journal's Spending Survey

ERIC Educational Resources Information Center

Farmer, Lesley; Shontz, Marilyn

2009-01-01

This year's "School Library Journal's" spending survey showed that, despite the recession, the vast majority of media centers around the country have retained their credentialed media specialists. For example, almost 85% of elementary schools and more than 95% of middle and high schools have a full-time certified librarian. In addition, salaries…

Common Leadership Responsibilities of Principals of Successful Turnaround Model Schools

ERIC Educational Resources Information Center

Fullwood, Jezelle

2016-01-01

Purpose: The purpose of this qualitative study was to discover which leadership responsibilities, within the domains of trust, communication, learning, and shared leadership, did elementary and middle school principals of successful turnaround schools commonly perceive as most necessary to lead a turnaround intervention model school. Themes were…

[Dr. Michiharu Matsuoka, founder of the Department of Orthopaedic Surgery, Kyoto University, and his achievements. (Part 7: The academic carrier of Dr. Michiharu Matsuoka--from elementary school to the graduate school, Imperial University of Tokyo)].

PubMed

Hirotani, Hayato

2011-12-01

The background of the higher education of Dr. Michiharu Matsuoka shown on the official resume was disclosed by Dr. Kazuo Naito in 1986, but the courses of the elementary and secondary schools were not described in it. In regard to his lower educational courses, the author referred to the laws and regulations issued by the Ministry of Education of the Japan Government and the Yamaguchi Prefectural Office. Those were often revised with times. The author presumed the elementary school (Murozumi Primary School [the first established primary school at the birthplace; Murozumi, Hikari-City, Yamaguchi Prefecture]) and middle schools (Prefectural Yamaguchi Middle School and Yamaguchi High School) to which he had been admitted. These presumptions were made to explain his whole educational course without unreasonableness. After finishing the first school year of the Yamaguchi High School, he was transferred to the Preparatory Course of the Yamaguchi Higher School (Yamaguchi Kotô Chugakkô, Yoka), because of the amendment of the educational system. Then he was transferred to the Preparatory Course of the Daisan Higher School (Daisan Kotô Chugakkô, Yoka), and to the Preparatory Course of Daiichi Higher School (Daiichi Kotô Chugakkô, Yoka). After his graduation from the Regular Course of the Daiichi Higher School (Daiichi Kotô Chugakkô, Honka), he was admitted to the Medical College of the Imperial University from which he graduated in 1897. In addition, he was a medical student of the Graduate School of the Imperial University of Tokyo just before he left Japan for studying abroad. The whole academic carrier of Dr. Matsuoka is not only clearly clarified, but it is also indicated that he was one of the successful examples of the educational system proposed by Yamaguchi Prefecture in Meiji era which articulated the local primary and middle schools with the Imperial University of Tokyo.

Levels of use of an elementary school inquiry-based instructional innovation among a selected group of teacher participants in the Delaware Elementary Science Initiative

NASA Astrophysics Data System (ADS)

Bouchelle, Henry Ellsworth Wirt, III

Science education in Delaware's public elementary and middle schools has experienced much change in recent years as a result of the adoption of state standards and, in particular, the adoption by school districts of the Smithsonian/National Science Resources Council-sponsored inquiry-based instruction modules as part of the "Elementary Science Initiative." As part of this adoption process, each participating elementary teacher and middle school science teacher receives extensive training in the use of several discrete science kits. The trainings include reinforcement and development of content knowledge, in addition to the modeling of and practice with complementary pedagogy. One measure of the effectiveness of the science kit training process (and perhaps the Initiative itself) is the teachers' levels of use of the Initiative. The purpose of this study was to determine the participating teachers' use of the science kit innovation through the use of the Concerns-based Adoption Model Levels of Use Questionnaire. Eight K--5 elementary classroom teachers who had completed at least three science kit trainings participated. The results of this study indicate that on the Overall Level of Use Rating Scale, teachers who had completed training in at least three science kits generally scored at the Routine (IVA) level. All of the teachers, regardless of the wide range in the number of years of experience, had achieved the Mechanical Use level in Overall (III) LoU, and 6 of the 8 participants (75%) were operating at no less than the Refinement (IVA) Overall LoU level.

School Counselors' Perceptions of Their Training Regarding School-Age Children's Mental Health Issues

ERIC Educational Resources Information Center

Primiano, Jaime

2013-01-01

A scarcity of research exists concerning professional school counselors' perceptions of their training regarding recognizing and addressing the mental health issues of children and adolescents in the elementary, middle, and high school setting. The purpose of this study was to explore the perceptions of professional school counselors regarding…

Distinguished Practices of Distinguished Schools.

ERIC Educational Resources Information Center

Council for American Private Education, Germantown, MD.

The Blue Ribbon Schools (BRS) program was designed in 1982 with three purposes in mind: to identify and recognize outstanding schools; to provide schools a tool and criteria for self-assessment and improvement; and to facilitate the sharing of best practices among schools. This book presents profiles and best practices of 12 elementary, 2 middle,…

Associations among School Characteristics and Foodservice Practices in a Nationally Representative Sample of United States Schools

ERIC Educational Resources Information Center

Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.

2012-01-01

Objective: Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Design: Secondary analysis of cross-sectional data. Setting: Nationally representative sample of public and private elementary, middle, and high schools. Participants: Data from the 2006 School Health Policies…

Implementing a School-Located Vaccination Program in Denver Public Schools

ERIC Educational Resources Information Center

Shlay, Judith C.; Rodgers, Sarah; Lyons, Jean; Romero, Scott; Vogt, Tara M.; McCormick, Emily V.

2015-01-01

Background: School-located vaccination (SLV) offers an opportunity to deliver vaccines to students, particularly those without a primary care provider. Methods: This SLV program offered 2 clinics at each of 20 elementary schools (influenza vaccine) and 3 clinics at each of 7 middle/preschool-eighth-grade schools (adolescent platform plus catch-up…

Colorado Library Program Assessment

ERIC Educational Resources Information Center

Russell, Becky

2012-01-01

Colorado school librarians are in the midst of a crisis. According to a 2009-2010 survey of public schools in Colorado, just 23% of elementary schools have an endorsed librarian, while 37% of middle schools and 32% of high schools report having an endorsed librarian. This report also shows how these percentages have dropped in just a two-year…

An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A Logistic regression Approach

NASA Astrophysics Data System (ADS)

Papanastasiou, Elena C.; Zembylas, Michalinos

2006-12-01

AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus - The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries.

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

NASA Astrophysics Data System (ADS)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing volunteer resources, (4) meeting new state curricular standards, (5) developing publicly available lesson plans for other teachers and outreach programs, (6) institutionalizing the outreach program within the DEEPS community, and (7) cultivating STEM retention at the grassroots level.

New evidence: data documenting parental support for earlier sexuality education.

PubMed

Barr, Elissa M; Moore, Michele J; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the Florida Department of Health conducted the Florida Child Health Survey (FCHS) by calling back parents who had children in their home and who agreed to participate (N = 1715). Most parents supported the following sexuality education topics being taught specifically in elementary school: communication skills (89%), human anatomy/reproductive information (65%), abstinence (61%), human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) (53%), and gender/sexual orientation issues (52%). Support was even greater in middle school (62-91%) and high school (72-91%) for these topics and for birth control and condom education. Most parents supported comprehensive sexuality education (40.4%), followed by abstinence-plus (36.4%) and abstinence-only (23.2%). Chi-square results showed significant differences in the type of sexuality education supported by almost all parent demographic variables analyzed including sex, race, marital status, and education. Results add substantial support for age-appropriate school-based sexuality education starting at the elementary school level, the new National Sexuality Education Standards, and funding to support evidence-based abstinence-plus or comprehensive sexuality education. © 2013, American School Health Association.

North Carolina Partnership for Accelerated Schools Review of the 1996-97 School Year. Profiles in School Change.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

The North Carolina Partnership for Accelerated Schools was created to contribute to North Carolina's efforts to reform its educational system. Nine schools (seven elementary schools and two middle schools) that are in this partnership are profiled. The schools profiled were at various stages of implementing the Accelerated School process and had…

Development of activities to promote the interest in science and technology in elementary and middle school students

NASA Astrophysics Data System (ADS)

Sicardi-Segade, A.; Campos-Mejía, A.; Solano, C.

2016-09-01

Innovation through science and technology will be essential to solve important challenges humanity will have to face in the years to come, regarding clean energies, food quality, medicine, communications, etc. To deal with these important issues, it is necessary to promote STEM (Science, Technology, Engineering and Mathematics) education in children. In this work, we present the results of the strategies that we have implemented to increase the elementary and middle school students interest in science and technology by means of activities that allow them to use and develop their creativity, team work, critical thinking, and the use of the scientific method and the engineering design process.

BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION

PubMed Central

Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista

2016-01-01

At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction. PMID:27429860

Physical Education Objectives. DOD Dependents Schools.

ERIC Educational Resources Information Center

Dependents Schools (DOD), Washington, DC.

These program objectives were developed to support the Department of Defense Dependent Schools Five Year Curriculum Development Plan and are designed to provide a basis for elementary, middle, and secondary school physical education curricula. A balance of psychomotor, cognitive, and affective aspects is emphasized. General, program, and…

Como ayudar a su hijo con la tarea escolar: Para los padres con ninos en la primaria y la secundaria (Helping Your Child with Homework: For Parents of Children in Elementary through Middle School).

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

Homework is an opportunity for children to learn and for families to be involved with their children's education, but helping children with homework is not always easy. This Spanish-language booklet is designed to provide parents of elementary and middle grades students with an understanding of the purpose and nature of homework and offers…

A Cross-Cultural Study of Italian and U.S. Children's Perceptions of Interethnic and Interracial Friendships in Two Urban Schools

ERIC Educational Resources Information Center

Pica-Smith, Cinzia; Antognazza, Davide; Marland, Joshua J.; Crescentini, Alberto

2017-01-01

This cross-cultural and cross-sectional study investigated Italian and US children's perceptions of interethnic and interracial friendships, also known as intergroup friendships. A total sample of 226 children attending two urban, elementary schools in a middle-sized Northeastern US city and a middle-sized northern Italian city, were interviewed…

Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors at the Middle School Level

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Lambert, Warren E.; Jenkins, Abbie B.

2013-01-01

We reported findings of an exploratory validation study of a revised universal screening instrument: the Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE) for use with middle school students. Tested initially for use with elementary-age students, the SRSS-IE was adapted to include seven additional items reflecting…

Time to Grow: Year Two Report on ExpandED Schools. A TASC Report

ERIC Educational Resources Information Center

Traill, Saskia; Brohawn, Katie

2014-01-01

An analysis of data from the second year of The After-School Corporation's (TASC's) national demonstration of an expanded school day for elementary and middle school students shows that ExpandED Schools improved school culture, decreased rates of students' chronic absenteeism and helped students develop positive learning habits and attitudes.…

Long School Bus Rides: Stealing the Joy of Childhood.

ERIC Educational Resources Information Center

Spence, Beth

Every school day, hundreds of West Virginia children ride school buses much longer than state guidelines say they should. Under those guidelines, no elementary student should be on the bus more than 30 minutes one way, middle school students 45 minutes, and high school students 1 hour. In fall 1999, public hearings about school transportation…

South Dakota School Principals' Preferred Leadership Styles for Leading Change to Face Poverty and Discrimination

ERIC Educational Resources Information Center

Soka, John Alex

2011-01-01

This quantitative research study identified perceptions regarding leadership styles of a sample of high school, middle school, and elementary school principals serving in South Dakota public and tribal/BIE (Bureau of Indian Education) schools in 2011. From 152 public school districts and 20 tribal/BIE schools, a sample of 148 school principals was…

[Factors that influence sexual intercourse among middle school students: using data from the 8th (2012) Korea Youth Risk Behavior Web-based Survey].

PubMed

Gwon, Seok Hyun; Lee, Chung Yul

2015-02-01

The purpose of this study was to investigate factors that influence sexual intercourse among middle school students in South Korea. Using statistics from the 8th (2012) Korea Youth Risk Behavior Web-based Survey, hierarchical logistic regression analysis was conducted. The study sample comprised 37,297 middle school students aged primarily 12 to 15. The significant predictors of sexual intercourse were grade, ever smoking, ever drinking, habitual or purposeful drug use, economic status, weekly allowance, cohabitation with family, and type of school. The results suggest that intensified sex education is needed not only in the 1st grade of middle school, but also in the upper grades of elementary school. Sexual health interventions for high-risk groups may be needed, given the factors predicting sexual intercourse.

CMA Announces the 1996 Responsible Care Catalyst Awards Winners

NASA Astrophysics Data System (ADS)

1996-06-01

Eighteen exceptional teachers of science, chemical technology, chemistry, and chemical engineering have been selected to receive a Responsible Care Chemical Manufacturers Association's 1996 Catalyst Award. The Responsible Care Catalyst Awards Program honors individuals who have the ability to inspire students toward careers in chemistry and science-related fields through their excellent teaching ability in and out of the classroom. The program also seeks to draw public attention to the importance of quality chemistry and science teaching at the undergraduate level. Since the award was established in 1957, 502 teachers of science, chemistry, and chemical engineering have been honored. Winners are selected from a wide range of nominations submitted by colleagues, friends, and administrators. All pre-high school, high school, two and four-year college, or university teachers in the United States and Canada are eligible. Each award winner will be presented with a medal and citation. National award winners receive 5,000; regional award winners receive 2,500. National Winners. Martin N. Ackermann, Oberlin College, Oberlin, OH Kenneth R. Jolls, Iowa State University, Ames, IA Suzanne Zobrist Kelly, Warren H. Meeker Elementary School, Ames, IA John V. Kenkel, Southeast Community College, Lincoln, NE George C. Lisensky, Beloit College, Beloit, WI James M. McBride, Yale University, New Haven, CT Marie C. Sherman, Ursuline Academy, St. Louis, MO Dwight D. Sieggreen, Cooke Middle School, Northville, MI Regional Winners Two-Year College. East-Georgianna Whipple-VanPatter, Central Community College, Hastings, NE West-David N. Barkan, Northwest College, Powell, WY High School. East-John Hnatow, Jr., Emmaus High School, Northampton, PA South-Carole Bennett, Gaither High School, Tampa, FL Midwest-Kenneth J. Spengler, Palatine High School, Palatine, IL West-Ruth Rand, Albuquerque, Albuquerque, NM Middle School. East-Thomas P. Kelly, Grandville Public Schools, Grandville, NH West-Denise McCarthy, Ben Franklin Junior High School, Fargo, ND Elementary School. East-Margaret Sadeghpur-Kramer, North Cedar Middle School, Martelle, IA West-Michelle Marie Barone, Fulton Elementary School, Aurora, CO

African Studies Curriculum Materials for Teachers. Second Edition.

ERIC Educational Resources Information Center

Illinois Univ., Urbana. Center for African Studies.

This handbook features an exhaustive collection of African studies curriculum materials considered most appropriate for teachers. The material is coded for elementary school, middle school, senior high school/adult, and general interest. Material is presented in the following chapters: "General Information" which contains facts sheets on…

Special Places

ERIC Educational Resources Information Center

Kennedy, Mike

2005-01-01

Generations ago, it was common for young students to learn their reading and writing in the same classroom as older siblings studying more advanced lessons. For those people educated in one-room schoolhouses, having separate buildings for elementary school, middle school and high school would have been considered the ultimate in specialized…

Reading Room: Today's Libraries Are Bustling Centers of Learning.

ERIC Educational Resources Information Center

Black, Susan

2001-01-01

School libraries are changing. Since 1988, Library Power, a $40 million program sponsored by the DeWitt Wallace Reader's Digest fund, has helped 700 elementary- and middle-school libraries in 19 communities improve collections, refurbish facilities, develop curriculum, and provide technical training for school personnel. (MLH)

Professional Development Urban Schools: What Do Teachers Say?

ERIC Educational Resources Information Center

Green, Tanya R.; Allen, Mishaleen

2015-01-01

This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

Do you have any material that I could use in the classroom (elementary school/middle school/high school/college level)?

Atmospheric Science Data Center

2015-10-28

Please visit the Science Directorate Educational Resources page for information on videos, classroom projects, and activities that are available for all grade levels. Trading cards, bookmarks, and lesson plans can also be downloaded from...

School Audits and School Improvement: Exploring the Variance Point Concept in Kentucky's Elementary, Middle, and High Schools

ERIC Educational Resources Information Center

Lyons, Robert; Barnett, David

2011-01-01

As a diagnostic intervention (Bowles, Churchill, Effrat, & McDermott, 2002) for schools failing to meet school improvement goals, Kentucky used a scholastic audit process based on nine standards and 88 associated indicators called the Standards and Indicators for School Improvement (SISI). Schools are rated on a scale of 1-4 on each indicator,…

[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Idaho Case Study

ERIC Educational Resources Information Center

Scott, Caitlin; McMurrer, Jennifer; McIntosh, Shelby

2012-01-01

Two schools in Idaho received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Jefferson Middle School; and (2) Lakeside Elementary School. The experiences of this non-recipient school is…

High School After-School: What Is It? What Might It Be? Why Is It Important? Out-of-School Time Policy Commentary #2

ERIC Educational Resources Information Center

Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia; Ferber, Thaddeus

2003-01-01

High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, with huge marketing challenges. Arguing persuasively for investments in this population requires revisiting almost every strategic decision,…

The Relationships between Emotional Intelligence and the Effectiveness of School Leaders

ERIC Educational Resources Information Center

Flores, Juan P.

2009-01-01

The results of the assessment of the emotional intelligence of public school principals, the results of a school quality survey, and students' standardized reading and mathematics test scores from public elementary, middle, and high schools in Hawaii provided the data for determining if there is a relationship between the emotional intelligence of…

77 FR 20038 - Employment Authorization for Syrian F-1 Nonimmigrant Students Experiencing Severe Economic...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-03

... students so they may obtain employment authorization, work an increased number of hours while school is in... 2011. This notice applies to both undergraduate and graduate students, as well as elementary school, middle school, and high school students. F-1 students covered by this notice who transfer to other...

Factors that Influence Pre-Service Administrators' Views of Appropriate School Counselor Duties

ERIC Educational Resources Information Center

Mason, Kimberly L.; Perera-Diltz, Dilani M.

2010-01-01

This study surveyed pre-service administrative internship students (N = 61) at an urban Midwestern state university to explore factors that influence duties assigned to school counselors at the elementary, middle, and high school levels. Results indicated variation in duties assigned by pre-service administrators based on school building level.…

Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

ERIC Educational Resources Information Center

Rayle, Andrea Dixon

2006-01-01

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to…

Unmasking Vandalism: A Case of Social Justice Leadership Complexities

ERIC Educational Resources Information Center

Gill, Hartej

2013-01-01

Waterfront Elementary School is located in a very affluent neighbourhood in a large urban multicultural school district. The school has some diversity in terms of its student population, but the majority of the students are White and come from upper middle-class families. Ms. Courtney Williams, the principal of the school was transferred to…

Johnson O'Malley Program Evaluation 1986-87.

ERIC Educational Resources Information Center

Albuquerque Public Schools, NM.

During the 1986-87 school year the Johnson O'Malley program of the Albuquerque (New Mexico) Public Schools provided supplemental counseling to 532 Indian students in the district by 5 certified counselors, 3 of whom concentrated their efforts on 5 target high schools. One itinerant counselor served 128 elementary and middle school students,…

Listening to Student Voices: How Student Advisory Boards Can Help.

ERIC Educational Resources Information Center

Bacon, Ellen; Bloom, Lisa

2000-01-01

This article describes the involvement of students with emotional and/or behavior disorders on effective student advisory boards. Examples are given of student advisory board input in elementary school conflict mediation and mentor programs, a middle school composure room program, and a high school in-school factory program. Stressed is the…

Elementary & Middle School Teachers' Use and Perceptions of School Connectedness Strategies

ERIC Educational Resources Information Center

Vidourek, Rebecca A.

2009-01-01

A sizeable percentage of US youth engage in risky behaviors which result in extensive preventable morbidity and mortality. School connectedness is the leading school-based protective factor against youth engagement in risky behaviors including violence, suicide, and substance abuse. A comprehensive review of the literature found no published study…

Assessing Parent Perceptions of School Fit: The Development and Measurement Qualities of a Survey Scale

ERIC Educational Resources Information Center

Bahena, Sofía; Schueler, Beth E.; McIntyre, Joseph; Gehlbach, Hunter

2016-01-01

Students whose school environment fits their developmental needs also typically experience academic success and increased motivation. Most investigations of school fit, which focus on teachers' and students' perceptions, have found a general decline in fit across the transition from elementary to middle school. However, little research has…

School Social Workers' Experiences with Youth Suicidal Behavior: An Exploratory Study

ERIC Educational Resources Information Center

Singer, Jonathan B.; Slovak, Karen

2011-01-01

No published studies have explored school social workers (SSWs) experiences with, or beliefs and attitudes about, working with suicidal youths at the elementary, middle, and high school levels. The authors surveyed SSWs (N = 399) who were members of the 11-state Midwest Council on School Social Workers. Results indicated significant SSW…

Lessons in Literacy: Case Studies of Successful Strategies for Raising Achievement in Multilingual Schools.

ERIC Educational Resources Information Center

Campbell, Bernard, Ed.

The group of case studies details ways in which elementary, middle, and secondary schools in Bradford (England) have responded to recent developments in literacy education and developed whole- school approaches to improving achievement in literacy within multilingual school populations. Case study titles include: "The Literacy Lesson: A…

Being Muslim and American: Turkish-American Children Negotiating Their Religious Identities in School Settings

ERIC Educational Resources Information Center

Isik-Ercan, Zeynep

2015-01-01

Religious diversity in schools is a growing interest among educational researchers. This qualitative case study examines how 15 Turkish-Muslim children in elementary and middle school negotiated their religious identities as they responded to various experiences in American schools and in their communities. Unlike some earlier studies that…

A View from the Field after One Year of School-Based Management.

ERIC Educational Resources Information Center

Belli, Gabriella; van Lingen, Gabriele

1993-01-01

Recently, a group of 26 elementary, middle, and high school principals met to evaluate the Prince William County (Virginia) Public Schools' school-based management system after its first year of operation. Principals made generally positive comments about budgetary changes; staff and community involvement; the evaluation process; and the role…

Dance K-12 in the Vancouver Schools: Innovating, Advocating, Educating

ERIC Educational Resources Information Center

Gilsdorf, Rie Algeo

2004-01-01

A history of the outstanding K-12 dance program in Vancouver, Washington, is provided, including various strategies used to promote its growth from a few pilot elementary schools through middle schools to an arts magnet high school. Numerous changes have been weathered by the professional dance staff, including certification challenges instigated…

Factors Associated with High School Exit Exam Outcomes among Homeless High School Students

ERIC Educational Resources Information Center

Uretsky, Mathew C.; Stone, Susan

2016-01-01

Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average…

Exploring the Evolving Professional Identity of Novice School Counselors

ERIC Educational Resources Information Center

Bamgbose, Olamojiba Omolara

2017-01-01

The study employed a grounded theory approach to explore the evolving professional identity of novice school counselors. Participants, who are currently employed as school counselors at the elementary, middle, or high school level with 1-4 years' experience, were career changers from other helping professions and graduates from an intensive school…

CPMSA Comprehensive Partnerships for Minority Student Achievement, Hartford Public Schools. Annual Report.

ERIC Educational Resources Information Center

Daniel, Patricia A.; Cimochowski, Anna M.; King, Alexandra I.; Bruckerhoff, Charles E.; Bruckerhoff, Theresa F. S.

The Hartford Public Schools (Connecticut) received a Comprehensive Partnerships for Minority Student Achievement (CPMSA) grant from the National Science Foundation. In the first year of the grant, four schools (two elementary, one middle, and one high school) were identified for CPMSA activities. The CPMSA goal was to develop systemic approaches…

Does Pollution Increase School Absences? NBER Working Paper No. 13252

ERIC Educational Resources Information Center

Currie, Janet; Hanushek, Eric; Kahn, E. Megan; Neidell, Matthew; Rivkin, Steven

2007-01-01

We examine the effect of air pollution on school absences using unique administrative data for elementary and middle school children in the 39 largest school districts in Texas. These data are merged with information from monitors maintained by the Environmental Protection Agency. To control for potentially confounding factors, we adopt a…

Measuring symptoms and functioning of youth with ADHD in middle schools.

PubMed

Evans, Steven W; Allen, Jessica; Moore, Sheryle; Strauss, Victoria

2005-12-01

The identification of reliable and valid means for evaluating the effectiveness of school-based treatments and completing diagnostic evaluations of middle school aged students are needed. The present study examined the inter-rater agreement of teacher ratings and the relationship between ratings and observational data in a middle school setting. The data are interpreted in the context of differences between a secondary and elementary school setting. Teacher ratings and observational data were collected regularly over the course of two academic years for middle school students diagnosed with ADHD. The results indicate low rates of inter-rater agreement as well as low rates of agreement between teachers and observational data, and between observational data collected in different classrooms. Inter-rater agreement was lowest in late fall and gradually increased over the second half of the year. Implications for conducting treatment outcome evaluations of school-based treatment programs and diagnostic evaluations are discussed.

School Turnaround in North Carolina: A Regression Discontinuity Analysis. Working Paper 156

ERIC Educational Resources Information Center

Heissel, Jennifer A.; Ladd, Helen F.

2016-01-01

This paper examines the effect of school turnaround in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that turnaround led to a drop in average school-level math and reading passing rates and an increased concentration of low-income students in treated schools. We use teacher survey data to examine…

An Early Look at the Effects of Success Academy Charter Schools

ERIC Educational Resources Information Center

Unterman, Rebecca

2017-01-01

Success Academy is a rapidly expanding charter school network in New York City, with schools located in the Bronx, Brooklyn, Manhattan, and Queens. In the 2016-2017 school year, Success Academy served roughly 14,000 students across 41 elementary, middle, and high schools, which at the time was about 13 percent of the students attending charter…

Guam's Department of Education Citizen's Centric Report. FY 2009, SY 2009-2010

ERIC Educational Resources Information Center

Guam Department of Education, 2010

2010-01-01

The Department of Education (DOE) is a single unified school district consisting of grades Kindergarten through 12. Its 27 elementary schools, 8 middle schools, 5 high schools, and an alternative school serve over 30,700 students. DOE is managed by the Guam Education Policy Board. Its policies are established by a combination of elected and…

Students' Experiences of Home--School Dissonance: The Role of School Academic Culture and Perceptions of Classroom Goal Structures

ERIC Educational Resources Information Center

Kumar, Revathy

2006-01-01

This paper examines stability and change during the elementary-to-middle school transition, focusing on adolescents' experiences of home--school dissonance because of real or perceived differences between home/self and values within the school context. Relationships were hypothesized between exacerbation and amelioration of dissonance, middle…

Universal Prevention Program Outcomes: Safe Schools Healthy Students in a Rural, Multicultural Setting

ERIC Educational Resources Information Center

Harris, Elizabeth; McFarland, Joyce; Siebold, Wendi; Aguilar, Rafael; Sarmiento, Ana

2007-01-01

The Idaho Consortium for Safe Schools Healthy Students consists of three school districts in rural North Central Idaho and the Nez Perce Tribe's Students for Success Program. Universal prevention programs implemented in the elementary schools include Second Step and the middle schools implemented the Life Skills program. Each of the three…

Research-Based Recommendations to Improve Child Nutrition in Schools and Out-of-School Time Programs. Research-to-Results Brief. Publication #2009-27

ERIC Educational Resources Information Center

Wandner, Laura D.; Hair, Elizabeth

2009-01-01

This brief discusses aspects of healthy diets for children in elementary and middle school. It summarizes the current guidelines and recommendations for child nutrition and provides information for schools and out-of-school time programs about how to measure child nutrition. (Contains 27 endnotes.)

School Ethnicity and Governance Influences on Work Absence of Teachers and School Administrators

ERIC Educational Resources Information Center

Rosenblatt, Zehava; Shirom, Arie

2006-01-01

Purpose: The purpose of the study was to examine the extent to which school ethnic affiliation (Jewish vs. Arab) and site-based management affected the absence of teachers and school administrators. Research Design: Background individual and organization-level data on the population of elementary and middle-school teachers (52, 056 teachers at 2,…

Relationship between Implicit Leadership and Proactive Behaviors of School Principals

ERIC Educational Resources Information Center

Keskinkilic-Kara, Sultan-Bilge; Zafer-Gunes, Demet

2017-01-01

The aim of this research is to define the school principals' implicit leadership theory and to reveal its relationship with the proactive behavior. The study is conducted in Bagcilar and Basaksehir districts in Istanbul and the target population of the research is 153 school principals working in state elementary schools, middle schools and high…

NASA, Engineering, and Swarming Robots

NASA Technical Reports Server (NTRS)

Leucht, Kurt

2015-01-01

This presentation is an introduction to NASA, to science and engineering, to biologically inspired robotics, and to the Swarmie ant-inspired robot project at KSC. This presentation is geared towards elementary school students, middle school students, and also high school students. This presentation is suitable for use in STEM (science, technology, engineering, and math) outreach events. The first use of this presentation will be on Oct 28, 2015 at Madison Middle School in Titusville, Florida where the author has been asked by the NASA-KSC Speakers Bureau to speak to the students about the Swarmie robots.

Standards for School Library/Media Programs, 1972-75.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. of Library Services.

To aid elementary, middle, junior high, and high schools in planning an Instructional Materials Center, this handbook presents standards for this modern concept of a school library. The term Instructional Materials Center (IMC) is used throughout to designate a centralized collection of materials, with a staff of professional and clerical…

A REPORT ON SPACE ALLOCATION.

ERIC Educational Resources Information Center

EARTHMAN, GLEN I.

THE SQUARE FOOT STANDARDS PER PUPIL FOR SCHOOLS IS ANALYZED. THE SQUARE FOOT ALLOCATIONS FOR SEVERAL STATES AND PHILADELPHIA ARE DETERMINED BY DIVIDING THE TOTAL SQUARE FOOTAGE OF THE SCHOOL BY THE NUMBER OF STUDENTS THE SCHOOL IS INTENDED TO ACCOMMODATE. TABLES SHOWING STATE RECOMMENDATIONS OR REQUIREMENTS FOR THE ELEMENTARY, MIDDLE-JUNIOR HIGH,…

Knowledge Is Power Program (KIPP). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

The "Knowledge Is Power Program" ("KIPP") is a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. The What Works Clearinghouse (WWC) identified four studies of "KIPP" that fall within the scope of the Charter Schools topic area and meet…

Bike Skills Training in PE Is Fun, Keeps Kids Safe

ERIC Educational Resources Information Center

Wallace, Judi Lawson; Sutton, Nancy P.

2015-01-01

Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can…

Making Presentation Software Accessible to High School Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Doyle, Mary Beth; Giangreco, Michael F.

2009-01-01

As students with moderate and severe intellectual disabilities transition from inclusive elementary and middle schools to high schools, they deserve similar opportunities for inclusive educational experiences at this next level--namely to participate in general education classes and other activities (e.g., co-curricular) with their classmates…

Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

ERIC Educational Resources Information Center

Wasserman, Nicholas H.

2016-01-01

This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

New Evidence: Data Documenting Parental Support for Earlier Sexuality Education

ERIC Educational Resources Information Center

Barr, Elissa M.; Moore, Michele J.; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Background: Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. Methods: As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the…

District Response to the Demonstration: The Practice of Technology.

ERIC Educational Resources Information Center

Fleming-McCormick, Treseen; And Others

This paper reports on how technology is currently used in nine schools that educators view as "promising" exemplars of technology use. Four elementary, three middle and two high schools from Arizona, California and Nevada (three schools from each state) were examined. Extensive document review and telephone interviews were conducted in…

Dewitt Wallace-Reader's Digest Fund National Library Power Program.

ERIC Educational Resources Information Center

School Library Media Annual (SLMA), 1993

1993-01-01

Describes the National Library Power Program, a collaborative effort sponsored by the Dewitt Wallace-Reader's Digest Fund in cooperation with local education funds and public school districts that was designed to create public elementary and middle school library programs that are central to the education program of the school. (LRW)

Get Wet: Bringing Water and Wetland Education to After-School Programs

ERIC Educational Resources Information Center

Liggit, Peggy; Moore-Hart, Margaret; Daisey, Peggy

2004-01-01

Preservation of clean water resources and after school concern about the kids, in South-East Michigan, led to the formation of "The Water Educational Training" (WET) science project. The main goal of WET is to create environment awareness in elementary and middle after school settings.

Implementation of SWPBIS in High School: Why Is It Different?

ERIC Educational Resources Information Center

Flannery, K. Brigid; Kato, Mimi McGrath

2017-01-01

Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for…

Statistics & Input-Output Measures for School Libraries in Colorado, 2002.

ERIC Educational Resources Information Center

Colorado State Library, Denver.

This document presents statistics and input-output measures for K-12 school libraries in Colorado for 2002. Data are presented by type and size of school, i.e., high schools (six categories ranging from 2,000 and over to under 300), junior high/middle schools (five categories ranging from 1,000-1,999 to under 300), elementary schools (four…

[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Michigan Case Study

ERIC Educational Resources Information Center

Scott, Caitlin; Dibner, Kenne

2012-01-01

Two schools in Michigan received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Phoenix Elementary-Middle School; and (2) Arthur Hill High School. The experiences of these…

Changes in Children's Consumption of Tomatoes through a School Lunch Programme Developed by Agricultural High-School Students

ERIC Educational Resources Information Center

Ishikawa, Midori; Kubota, Nozomi; Kudo, Keita; Meadows, Martin; Umezawa, Atsuko; Ota, Toru

2013-01-01

Objective: The purpose of the study was to discover whether tomato consumption in elementary- and middle-school students could be increased through a school lunch programme developed by agricultural high-school students acting as peer educators. Design: The high-school lunch programme included the process of growing tomatoes and providing a…

[Opportunities and Obstacles: Implementing Stimulus-Funded School Improvement Grants in Maryland, Michigan, and Idaho. Maryland Case Study

ERIC Educational Resources Information Center

McMurrer, Jennifer; McIntosh, Shelby

2012-01-01

Two schools in Maryland received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their turnaround efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) G. James Gholson Middle School; and (2) Commodore John Rodgers Elementary School. The experiences of…

Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students

ERIC Educational Resources Information Center

Furrer, Carrie J.; Magnuson, Linda; Suggs, Joseph W.

2012-01-01

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the…

WWC Quick Review of the Report "Charter School Performance in Los Angeles Unified School District: A District and Neighborhood Matched Comparison Analysis"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The study examined whether charter schools have higher growth in student achievement than traditional public schools. The study analyzed data on 79 charter schools and 593 traditional public elementary, middle, and high schools in the Los Angeles Unified School District from 2005-06 to 2006-07. School-level academic achievement was measured using…

Further Fostering Intrinsic Motivation in the Montessori Elementary Classroom

ERIC Educational Resources Information Center

Fitch, Victoria A.

2013-01-01

The Montessori classroom appears to be the ideal learning environment for children throughout elementary and middle school. It is based on the philosophy of Dr. Maria Montessori which describes an environment tailored to the Sensitive Periods of children, prepared with materials appropriate for the age and abilities of the children in a particular…

Social Studies and the Elementary Teacher: Tin Lizzies, Gold Mining Camps, Caribou Hunts, and Sailing

ERIC Educational Resources Information Center

Joyce, William W., Ed.

1974-01-01

An argument for simulation games in elementary education, instructional problems related to homemade adapted, and prepackaged games, research results on gaming with 8-year-olds, simulation games for middle schools, and an annotated bibliography on published simulation games offer answers to most questions on simulation games. (KM)

Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

ERIC Educational Resources Information Center

Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q.

2016-01-01

There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe…

The Influence of a Morphology Intervention on Fluency in Adolescents

ERIC Educational Resources Information Center

Seils, Traci Fellers

2010-01-01

Fluent reading enables readers to focus on gaining meaning from what is read. This crucial facet of reading is often neglected instruction in elementary and is nearly non-existent in middle and high school instruction (Allington, 1983; Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005). At the elementary level, fluency instruction focuses…

Integrating Time, Place, and Play

ERIC Educational Resources Information Center

Gallavan, Nancy P.

2004-01-01

"Time, Place, and Play," is a short phrase, but is summarizes three very big concepts--history, geography, and culture--that are part of the elementary social studies curriculum. This article relates the story of how twenty-five elementary and middle school teachers, meeting over several weeks in a university class, designed a unit of study on the…

Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools

ERIC Educational Resources Information Center

Stang, Kristin K.; Carter, Erik W.; Lane, Kathleen Lynne; Pierson, Melinda R.

2009-01-01

Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle…

Rockets: A Teaching Guide for an Elementary Science Unit on Rocketry.

ERIC Educational Resources Information Center

Vogt, Gregory L.

Utilizing simple and inexpensive equipment, elementary and middle school science teachers can conduct interesting, exciting, and productive units on rockets, the oldest form of self-contained vehicles in existence. This teaching guide contains the following: (1) a brief history of experimentation and research on rockets and rocket propulsion from…

A Correlational Study of Teacher Efficacy and Culturally Responsive Teaching Techniques in a Southeastern Urban School District

ERIC Educational Resources Information Center

Callaway, Roberta F.

2017-01-01

This study was conducted in the fall of 2015 in a large, urban school district located in the mid-Atlantic region of the United States. There are 33 elementary schools, one kindergarten through eighth grade school, eight middle schools, and five high schools in the district; three of the five high schools in the district participated. The district…

School nutritional capacity, resources and practices are associated with availability of food/beverage items in schools

PubMed Central

2013-01-01

Background The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Methods Principals from elementary (n = 369) and middle/high schools (n = 118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman’s Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. Results In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR = 6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR = 4.54 and OR = 3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR = 5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR = .80) and sugar-sweetened beverages (OR = .76). Conclusions School nutritional capacity, resources, and practices were associated with the availability of specific food/beverage items in BC public schools. Policies targeting the school environment are increasingly being considered as one of the strategies used to address childhood obesity, as a result it is important to further understand the factors associated with the availability of specific food/beverage items at school. PMID:23421918

School nutritional capacity, resources and practices are associated with availability of food/beverage items in schools.

PubMed

Mâsse, Louise C; de Niet, Judith E

2013-02-19

The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Principals from elementary (n=369) and middle/high schools (n=118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman's Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR=6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR=4.54 and OR=3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR=5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR= .80) and sugar-sweetened beverages (OR= .76). School nutritional capacity, resources, and practices were associated with the availability of specific food/beverage items in BC public schools. Policies targeting the school environment are increasingly being considered as one of the strategies used to address childhood obesity, as a result it is important to further understand the factors associated with the availability of specific food/beverage items at school.

The Relation of Verbal and Nonverbal Encoding to Serial Recall Performance in Middle and Lower Class Children.

ERIC Educational Resources Information Center

Lacher, Miriam R.

Effects of lower versus middle class parental occupation, verbal intelligence, and action content of pictured stimuli upon nonverbal serial recall were investigated in white first-graders attending a semi-rural elementary school in southeastern Michigan. Forty lower class and 20 middle class children, (half boys and half girls) were grouped on the…

Teaching in Chapter 1 Schools: Public School Teachers' Perceptions of Resources, Discipline, and Support. Chapter 1 Data from the Schools and Staffing Survey.

ERIC Educational Resources Information Center

Anderson, Judith I.; And Others

A study was done of teachers' perceptions of support, resources, empowerment, autonomy, and discipline problems in Chapter 1 and non-Chapter 1 schools. The study used data from the Schools and Staffing Survey. Overall, most teachers in elementary schools, middle schools, junior high schools, and senior high schools with Chapter 1 programs agree…

Internet Addiction Among Elementary and Middle School Students in China: A Nationally Representative Sample Study

PubMed Central

Li, Yajun; Zhang, Xinghui; Lu, Furong; Zhang, Qin

2014-01-01

Abstract The purpose of this study was to examine the prevalence of Internet addiction in a nationally representative sample of Chinese elementary and middle school students and to investigate Internet addiction among Internet users with different usages. The data were from the National Children's Study of China (NCSC) in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Only 54.2% of the students had accessed the Internet. According to the criteria of Young's Diagnostic Questionnaire (YDQ), an eight-item instrument, the prevalence of Internet addiction in the total sample was 6.3%, and among Internet users was 11.7%. Among the Internet users, males (14.8%) and rural students (12.1%) reported Internet addiction more than females (7.0%) and urban students (10.6%). The percentage of Internet addicts in elementary school students (11.5%) was not significantly lower than the percentage of middle school students (11.9%). There was no statistically significant difference between the four geographical regions (9.6%, 11.5%, 12.3%, 11.1%) characterized by different levels of economy, health, education, and social environment. As the frequency of Internet use and time spent online per week increased, the percentage of Internet addicts increased. When considering the location and purpose of Internet use, the percentage of Internet addicts was highest in adolescents typically surfing in Internet cafes (18.1%) and playing Internet games (22.5%). PMID:23971432

Innovation in Data-Driven Decision Making within SWPBIS Systems: Welcome to the Gallery Walk

ERIC Educational Resources Information Center

Kennedy, Michael J.; Mimmack, Jody; Flannery, K. Brigid

2012-01-01

Schools implementing school-wide positive behavioral interventions and supports (SWPBIS) at the high school level face the same challenges as elementary and middle schools, but also encounter an additional set of barriers all their own. To name but a few, these barriers include the need to focus on dropout prevention, postsecondary outcomes,…

School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

ERIC Educational Resources Information Center

Fox, Jon David

2013-01-01

Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

The Lesson Plan of the Month, 1992-1993. 10 Lesson Series.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the lessons cover the Americans with Disabilities Act in relation to accommodations for students with…

Investigating the Effectiveness of SW-PBIS on School's Accountability at Both Elementary and Middle Schools

ERIC Educational Resources Information Center

Ryoo, Ji Hoon; Hong, Saahoon

2011-01-01

Due to the lack of effectiveness of the punitive school approach toward challenging behaviors (Luiselli, Putnam, Handler, & Feinberg, 2005; Reynolds, Skiba, Graham, Sheras, Conoley, & Garcia-Vazquez, 2006), public schools have searched for an innovative approach to better serve students who are at risk for academic failure and dropout/expulsion. A…

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

2010-01-01

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

A Year as an Educator in Northwest China. World Education Monograph Series, Number Two.

ERIC Educational Resources Information Center

Elias, Richard F.

Chinese children must attend school until age 16, and education consists of elementary schools for ages 6-13 and lower middle schools for ages 13-16. While the economic planning of the national government in Beijing (China) dictates what will be emphasized, the school curriculum includes instruction in ideology, Chinese language, calligraphy, fine…

Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

ERIC Educational Resources Information Center

Woellner, Elizabeth H.

This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

Faculty Trust in the Principal: An Essential Ingredient in High-Performing Schools

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Gareis, Christopher R.

2015-01-01

Purpose: The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach: Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n = 3,215 teachers), allowing for…

A Comparative Analysis of 6th Grade Academic and Nonacademic Outcomes in Two Different School Configurations

ERIC Educational Resources Information Center

MacFarland, Anne M.

2017-01-01

The purpose of this two-group descriptive efficacy study was to explore the relationship between school configuration and academic and non-academic outcomes of sixth grade elementary students compared to academic and non-academic outcomes of sixth grade middle school students. The independent variable is the school configuration. Group 1 includes…

Avoiding the Attendance Slump: Strategies to Maximize Learning Time in June. A TASC Resource Guide

ERIC Educational Resources Information Center

Traill, Saskia; Brohawn, Katie

2014-01-01

The After-School Corporation (TASC) works to build education enrichment into an expanded school day because extra time spent in engaging learning activities leads to better outcomes in school and beyond. There's one month, however, when students in many schools lose learning time: June. In 2013, NYC elementary and middle schools saw their average…

Assessing Student Perceptions of School Victimization and School Safety: A Psychometric Assessment of Relevant Instruments

ERIC Educational Resources Information Center

Soderstrom, Irina R.; Elrod, Preston

2006-01-01

In an effort to assess students' perceptions of victimization in their schools, as well as their schools' safety, over 1,900 students from elementary, middle, high, and alternative schools were administered a 154-item questionnaire. The responses on the items were used to establish the psychometric properties of 19 theoretically driven scales and…

No More 1s: High Expectations Can Lead to High Achievement

ERIC Educational Resources Information Center

Cervone, Laureen; DiMartino, Lisa; Kerr, Kris

2010-01-01

The school district in Middletown, New York, in the state's Orange County, today serves close to 7,000 students in four elementary schools, two middle schools, and one high school. The district is classified by the state in the highest of three Need-to-Resource-Capacity groups, an urban or suburban school district with high student needs in…

A Reexamination of the Psychometric Properties of the "School-Wide Evaluation Tool" (SET)

ERIC Educational Resources Information Center

Vincent, Claudia; Spaulding, Scott; Tobin, Tary Jeanne

2010-01-01

As a follow-up to Horner et al., this study focuses on the internal consistency and validity of the School-wide Evaluation Tool (SET) at all school levels. Analyzing SET data from 833 elementary, 264 middle, and 93 high schools, the authors focused on (a) describing commonalities and differences in SET data across the school levels, (b) assessing…

Recovery Act: Cedarville School District Retrofit of Heating and Cooling Systems with Geothermal Heat Pumps and Ground Source Water Loops

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jarrell, Mark

Cedarville School District retrofitted the heating and cooling systems in three campus areas (High School, Middle School, and Upper Elementary School) with geothermal heat pumps and ground source water loops, as a demonstration project for the effective implementation of geothermal heat pump systems and other energy efficiency and air quality improvements.

KIPP Leadership Practices through 2010-2011. Technical Report

ERIC Educational Resources Information Center

Furgeson, Joshua; Knechtel, Virginia; Sullivan, Margaret; Tuttle, Christina Clark; Akers, Lauren; Anderson, Mary Anne; Barna, Michael; Nichols-Barrer, Ira

2014-01-01

The Knowledge Is Power Program (KIPP) is the largest public charter school network in the United States, with 141 elementary, middle, and high schools in the 2013-2014 school year. The network has grown rapidly from KIPP's first fifth grade classes in 1994 and plans to add 23 more schools in fall 2014. KIPP schools and regions are often cited as…

Maternal Child-Rearing Patterns and Children's Scholastic Achievement in Different Groups.

ERIC Educational Resources Information Center

Logan, Richard D.

The purpose of this study was to examine the general proposition that different maternal child-rearing pattern-types (permissive or restrictive) are associated with high scholastic achievement in elementary school children from four different class-culture groupings (black middle-class, black working-class, white middle-class, and white…

7 CFR 2812.3 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... grade and two- and four-year institutions of higher education, as well as public school districts. (d... in pre-kindergarten, elementary, middle, or secondary school education. It shall also include... property value is greater when cannibalized than retention in the original condition. (b) Community-based...

7 CFR 2812.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... grade and two- and four-year institutions of higher education, as well as public school districts. (d... in pre-kindergarten, elementary, middle, or secondary school education. It shall also include... property value is greater when cannibalized than retention in the original condition. (b) Community-based...

Use of reflective armbands to improve adolescent pedestrian and pedalcyclist safety.

DOT National Transportation Integrated Search

2007-06-01

The objective of this effort was to determine if elementary and middle school students could be educated to use reflective armbands to increase their visibility to motorists while walking or bicycling to school. The number of armbands and surveys dis...

A case study investigation of practices and beliefs of teachers at a STEM-focused elementary school

NASA Astrophysics Data System (ADS)

Martin, Billy J.

Proponents of STEM education have highlighted the need for increasing STEM skills among students. To address this need, there have been recommendations to create new STEM-focused schools, a majority of which are to be STEM-focused elementary and middle schools. However, STEM school research remains focused on outcomes at the secondary and postsecondary level, with little attention being given to knowing more about the role that elementary education plays in STEM outcomes. Case study design was used to investigate teachers at one STEM-focused elementary school to identify the practices and beliefs reported as important in STEM teaching and learning. Using survey and in-depth interviews, it was found that designation as a STEM-focused school promotes the use of more inquiry-oriented teaching practices and facilitates the use of strategies for developing confidence and competence in STEM among staff and students. The information uncovered in this study could provide leaders of any organization desiring to become a STEM-focused institution information about specific beliefs and practices that have the greatest potential to support changes in teaching.

Improvements and Disparities in Types of Foods and Milk Beverages Offered in Elementary School Lunches, 2006–2007 to 2013–2014

PubMed Central

Ohri-Vachaspati, Punam; Powell, Lisa; Chaloupka, Frank J.

2016-01-01

Introduction Children consume much of their daily energy intake at school. School district policies, state laws, and national policies, such as revisions to the US Department of Agriculture’s school meals standards, may affect the types of foods and beverages offered in school lunches over time. Methods This study evaluated changes and disparities in school lunch characteristics from 2006–2007 to 2013–2014. Data were obtained from annual cross-sectional surveys at 4,630 public elementary schools participating in the National School Lunch Program. Multivariate logistic regressions were conducted to examine lunch characteristics. Results The percentage of schools regularly offering healthful items such as vegetables (other than potatoes), fresh fruit, salad bars, whole grains, and more healthful pizzas increased significantly from 2006–2007 to 2013–2014, and the percentage of schools offering less healthful items such as fried potatoes, regular pizza, and high-fat milks decreased significantly. Nevertheless, disparities were evident in 2013–2014. Schools in the West were significantly more likely to offer salad bars than were schools in the Northeast, Midwest, or South (adjusted prevalence: West, 66.3%; Northeast, 22.3%; Midwest, 20.8%; South, 18.3%). Majority-black or majority-Latino schools were significantly less likely to offer fresh fruit than were predominantly white schools (adjusted prevalence: majority black, 61.3%; majority Latino, 73.0%; predominantly white, 87.8%). Schools with low socioeconomic status were significantly less likely to offer salads regularly than were schools with middle or high socioeconomic status (adjusted prevalence: low, 38.5%; middle, 47.4%; high, 59.3%). Conclusion Much progress has been made in improving the quality of school lunches in US public elementary schools, but additional opportunities for improvement remain. PMID:26986542

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Summer of Innovation Kick Off

NASA Image and Video Library

2010-06-09

Jet Propulsion Laboratory Manager of Elementary and Secondary Education David Seidel motivates teachers and middle school students during the kick off of NASA's Summer of Innovation program at the Jet Propulsion Laboratory in Pasadena, Calif., Thursday, June 10, 2010. Through the program, NASA will engage thousands of middle school students and teachers in stimulating math and science-based education programs with the goal of increasing the number of future scientists, mathematicians, and engineers. Photo Credit: (NASA/Bill Ingalls)

Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2017-01-01

The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre-service teachers and professional development for in-service teachers.

Blue Valley School District: Kansas District Extends Growth Measurement to the Early Grades, Experiences Measurable Impact

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools ( five high schools, nine middle schools, and 20 elementary schools). Of the district's students, 8% qualify for free and reduced lunch and about 3% are English Language Learners. Blue Valley began using Measures…

Student Transience in North Carolina: The Effect of School Mobility on Student Outcomes Using Longitudinal Data. Working Paper 22

ERIC Educational Resources Information Center

Xu, Zeyu; Hannaway, Jane; D'Souza, Stephanie

2009-01-01

This paper describes the school mobility rates for elementary and middle school students in North Carolina and attempts to estimate the effect of school mobility on the performance of different groups of students using student fixed effects models. School mobility is defined as changing schools at times that are non-promotional (e.g., moving…

Police at School: A Brief History and Current Status of School Resource Officers

ERIC Educational Resources Information Center

Weiler, Spencer C.; Cray, Martha

2011-01-01

The school resource officer (SRO) program began in the United States in the early to mid-1950s, however, the program did not gain prominence until the 1990s in response to various school shootings. According to national data, SROs can be found in 35 percent of school across America, regardless of level (elementary, middle, or high school),…

Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

ERIC Educational Resources Information Center

Post, Thomas R.; Monson, Debra S.; Andersen, Edwin; Harwell, Michael R.

2012-01-01

In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new…

Teacher Perceptions and Expectations of School Counselor Contributions: Implications for Program Planning and Training

ERIC Educational Resources Information Center

Clark, Mary Ann; Amatea, Ellen

2004-01-01

The researchers examined the perceptions of 23 teachers in elementary, middle, and high schools regarding necessary counseling and guidance services, how these services might best be delivered, and teachers' expectations about school counselor contributions and working relationships. The researchers also examined the resulting reflections of the…

Chapter 636, Voluntary Integration in Massachusetts. Successful Programs of Choice.

ERIC Educational Resources Information Center

Spier, Adele W.; And Others

A statewide study was conducted to identify and describe successful voluntary school desegregation programs funded under Chapter 636, a 1974 amendment to Massachussets' Racial Imbalance Law. Programs selected were of four types: (1) school-based (elementary, middle, and high); (2) school system- or district-wide; (3) part-time and full-time…

Political Skill: Principals' Self-Perception of Political Skill

ERIC Educational Resources Information Center

Hinkle, Christine M.

2016-01-01

Purpose: The purpose of this study was to describe and determine the degree to which elementary school, middle school, and high school principals perceive their political skill, as measured by the Political Skill Inventory (PSI). A second purpose of the study was to determine if there was a difference for the perceived political skill of…

Parent Involvement: Turning Up the Heat

ERIC Educational Resources Information Center

Wherry, John H.

2004-01-01

Research shows that parent involvement makes a significant difference in children's achievement, especially during elementary and middle school. Even though the school year is well underway, there is still plenty of time to make this your school's best year ever for parent involvement. Here are some of the most effective strategies I've come…

State of Washington Computer Use Survey.

ERIC Educational Resources Information Center

Beal, Jack L.; And Others

This report presents the results of a spring 1982 survey of a random sample of Washington public schools which separated findings according to school level (elementary, middle, junior high, or high school) and district size (either less than or greater than 2,000 enrollment). A brief review of previous studies and a description of the survey…

Project Eureka: A Program for the Academically Gifted.

ERIC Educational Resources Information Center

Weller, L. David

The Irving, Texas, Independent School District developed and implemented Project Eureka, a 1 year program, with Elementary Secondary Education Act Title IV, Part C monies, for grade 5 middle school gifted students. Of the 1,750 students tested on the School and College Aptitude Test and the Scientific Research Associates Achievement Test, and…

Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development

ERIC Educational Resources Information Center

Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2013-01-01

Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

Assessing the Implementation Fidelity of Check-In Check-Out Behavioral Interventions in Elementary and Middle Schools

ERIC Educational Resources Information Center

Ruiz, María Isolina; Smith, Traci N.; Naquin, Gale M.; Morgan-D'Atrio, Cynthia; Dellinger, Amy B.

2014-01-01

Implementation fidelity is crucial to the success of behavioral interventions. However, measuring and maintaining intervention implementation fidelity in schools' natural settings can be challenging. This article reports findings from a study examining the implementation fidelity of check-in check-out interventions at an urban school district…

How to Improve a School that Is Already High Performing: Innovation in the Field of Education

ERIC Educational Resources Information Center

Caridas, Evangeline; Hammer, Mark

2006-01-01

(Purpose) The case study's purpose was to examine Participative Management Style, high performance strategies, intangible and tangible indicators, trust and its creation of superior achievement in a school district for elementary and middle school children (Illinois). (Methodology) A collaboration effort by Superintendent, administrative staff,…

Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

ERIC Educational Resources Information Center

Silveira, Jason M.; Goff, Sarah C.

2016-01-01

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

The Abbott Districts in 2005-06: Progress and Challenges, Spring 2006

ERIC Educational Resources Information Center

Hirsch, Lesley

2006-01-01

New Jersey's urban--or "Abbott"--schools have improved at the preschool and elementary school level, but lag when it comes to middle and high school performance. These are the key findings of an Abbott Indicators Project report entitled, "The Abbott Districts in 2005-06: Progress and Challenges." The report was prepared by…

Purposes, Principles, and Standards for School Art Programs. Updated 2014

ERIC Educational Resources Information Center

National Art Education Association, 2014

2014-01-01

Fully updated to reflect current issues in the field of art education. Checklists embedded in charts allow users to indicate where their school or district stands in relation to the criteria--which has been expanded to include district wide, elementary, middle, high school, and superior standards. The criteria within the checklists reflect…

Parent Involvement and Science Achievement: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Johnson, Ursula Yvette

2011-01-01

This study examined science achievement growth across elementary and middle school and parent school involvement using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). The ECLS-K is a nationally representative kindergarten cohort of students from public and private schools who attended full-day or half-day…

Check & Connect: The Importance of Relationships for Promoting Engagement with School

ERIC Educational Resources Information Center

Anderson, Amy R.; Christenson, Sandra L.; Sinclair, Mary F.; Lehr, Camilla A.

2004-01-01

The purpose of this study was to examine whether the closeness and quality of relationships between intervention staff and students involved in the Check & Connect program were associated with improved student engagement in school. Participants included 80 elementary and middle school students referred to the Check & Connect program for poor…

Lafayette School District: French Immersion Program

ERIC Educational Resources Information Center

Boudreaux, Nicole

2007-01-01

From 1969 to the late 1980's, most French programs in schools were based on a traditional foreign language instructional model, usually offering 30 minutes a day of French language instruction in elementary grades, increasing to 50 minutes a day in middle school. Contingent on funding and political swings over time, programs expanded from…

Describing the Status of Programs for the Gifted: A Call for Action

ERIC Educational Resources Information Center

Callahan, Carolyn M.; Moon, Tonya R.; Oh, Sarah

2017-01-01

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students,…

Community initiative: elementary and middle school students--a creative approach.

PubMed

Sell, Sandra; Palmer, Laura

2004-04-01

Initiatives to increase the visibility and public awareness of nurse anesthetists have been an ongoing effort of the profession for years. In 2001, the Nurse Anesthesia Program at the University of Pittsburgh designed and implemented a large-scale initiative to target school-aged children. The purpose of the program was to educate the school-aged child about nurse anesthesia and the operating room. It was presented at elementary and middle schools and consisted of a classroom presentation, a mock operating room simulation, and hands-on activities. The program was viewed as a success by all those involved. Teachers were impressed with the school-aged students' interest and level of focus during the events. Many teachers reported that prior to the program they did not know that the nurse anesthesia profession existed. More than 1,000 children and teachers participated in the programs in a 2.5-year period. The ability to have an impact on the school-aged children during their formative years, in addition to educating the teachers about the nurse anesthesia profession, proved to be a dual reward in presenting the program.

Learning without Boundaries: Developing Mobile Learning Scenarios for Elementary and Middle School Language Arts & Mathematics

ERIC Educational Resources Information Center

Evans, Michael A.; Gracanin, Denis

2009-01-01

This article provides an overview to a collaborative knowledge building project using iPod Touches in elementary and secondary language arts and mathematics classrooms, working with 4 teachers and over 80 students. The interactive technologies for embodied Learning in Reading and Mathematics (iteL*RM) project intends to facilitate student…

Issues in Program Design for Elementary Students with Mild Retardation: Emphasis on Curriculum Development.

ERIC Educational Resources Information Center

Polloway, Edward A.; And Others

1991-01-01

Issues in the development of appropriate curricula for elementary students who are mildly mentally retarded are discussed. Emphasis is on the concept of "subsequent environments as an attitude" and on variables that may influence vertical (e.g., preschool and middle school transitions) and horizontal (including social and curricular integration)…

Improving Reading Comprehension Skills through the SCRATCH Program

ERIC Educational Resources Information Center

Papatga, Erdal; Ersoy, Ali

2016-01-01

The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…

Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

ERIC Educational Resources Information Center

Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

2011-01-01

In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

76 FR 56408 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-13

... Communications and Outreach Type of Review: NEW. Title of Collection: Green Ribbon Schools Application Package. OMB Control Number: Pending. Agency Form Number(s): N/A. Frequency of Responses: Annually. Affected... private elementary, middle and high schools that save energy, reduce costs, protect health, foster...

Behavioral Changes Predicting Temporal Changes in Perceived Popular Status

PubMed Central

Bowker, Julie C.; Rubin, Kenneth H.; Buskirk-Cohen, Alison; Rose-Krasnor, Linda; Booth-LaForce, Cathryn

2009-01-01

The primary objectives of this investigation were to determine the extent to which young adolescents are stable in high perceived popular status across the middle school transition and to examine whether changes in social behaviors predict the stability, gain, and loss of perceived popular status after the transition. The sample included 672 young adolescents (323 boys) who completed peer-nomination assessments of social behavior and perceived popularity at the end of elementary school (5th grade) and the beginning of middle school (6th grade). Findings indicated that 62 percent of perceived popular adolescents remained stable in their high popular status across the middle school transition. Multinomial logistic regression analyses revealed that a combination of aggression and arrogance/conceit was associated with stable and newly-gained perceived popular status after the middle school transition. Taken together, findings highlight the significance of contextual and temporal changes in adolescents’ perceived popular status. PMID:20209113

The Effects of Using Space to Teach Standard Elementary School Curriculum

NASA Technical Reports Server (NTRS)

Ewell, Robert N.

1996-01-01

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

Changes in Student Science Interest from Elementary to Middle School

NASA Astrophysics Data System (ADS)

Coutts, Trudi E.

This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for practitioners, specifically the findings of this study’s relation to the 2011 National Research Council Science Framework and the forthcoming Common Core Science Standards, were examined. This study concluded with discussion of its limitations, a summary of the results, and recommendations for additional areas of investigation of the subject matter.

An Empirical Investigation of Differences between Mathematics Specialists and Non-Specialists at the High School Level in Cyprus: A Logistic Regression Approach

ERIC Educational Resources Information Center

Papanastasiou, Elena C.; Zembylas, Michalinos

2006-01-01

The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics…

The United States National Library Power School Program: Research Evaluation and Implications for Professional Development and Library Education.

ERIC Educational Resources Information Center

Hopkins, Dianne McAfee; Zweizig, Douglas L.

The Library Power program is a school improvement initiative of the DeWitt-Wallace Reader's Digest Fund that began in 1988, designed to promote the full integration of the school library media program into the school curriculum in public elementary and junior high/middle schools. With a total investment exceeding $45 million, Library Power is the…

YES Prep Public Schools (Formerly YES College Preparatory School): Honing the Pathways of Growth

ERIC Educational Resources Information Center

Newstead, Barry; Howard, Don

2006-01-01

Chris Barbic, a Teach For America corps member, started Project Youth Engaged in Service (YES) in 1995. He wanted to offer his former elementary-school students an alternative to the low-performing middle schools they otherwise would attend. Since then Barbic has led a high-energy team of educators in refining a comprehensive approach to helping…

Review of "The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida's Statewide Mandate"

ERIC Educational Resources Information Center

Finn, Jeremy D.

2010-01-01

In 2002, voters in Florida approved a constitutional amendment limiting class sizes in public schools to 18 students in the elementary grades, 22 students in middle grades, and 25 in high school grades. Analyzing statewide achievement data for school districts from 2004-2006 and for schools in 2007, this study purports to find that "mandated…

Poverty and the Public School System: Student Persistence from Elementary School to College Graduation

ERIC Educational Resources Information Center

Avalos, Deborah Anne

2013-01-01

Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor…

A Quest for Consciousness: A Mixed-Methods Approach to Exploring Leaders' Mindfulness in Elementary and Middle School Reform

ERIC Educational Resources Information Center

Garcia-Post, Aine

2016-01-01

This study aimed to add to the information known about the leaders charged with the task of successfully and sustainably turning around a school. Specifically, this research examined the extent to which leaders engaged in turnaround school reform experienced mindfulness. Utilizing a mixed-methods approach, state assigned school grades of schools…

The Lesson Plan of the Month. Series 3. 10 Lesson Series.

ERIC Educational Resources Information Center

Phi Alpha Delta Fraternity International, Granada Hills, CA. Public Service Center.

Focusing on current topics germane to law-related education (LRE), this guide features ten LRE lessons. As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the…

The Impact of Education and School-Based Counseling on Children's and Adolescents' Views of Substance Abuse

ERIC Educational Resources Information Center

Anderson, Shawanda W.; Moore, Paula A.

2009-01-01

The purpose of this study was to investigate if a school-based education and counseling program (Life Skills Training Program) would have an impact on school-aged children/adolescents' views of substance abuse. The study also investigated the degree and direction of change. Participants were 338 elementary or middle-school students in the metro…

More and Better Learning: Year Three Report on the National Demonstration of ExpandED Schools. A TASC Report

ERIC Educational Resources Information Center

Traill, Saskia; Brohawn, Katie

2015-01-01

In the 2013-14 school year, TASC entered the third year of its national demonstration of ExpandED Schools. Ten elementary and middle schools in New York City, Baltimore and New Orleans continued their partnerships with youth-serving community organizations, such as settlement houses or community development corporations. Together, principals,…

The Effect of School Renaissance on TAAS Scores in the McKinney ISD

ERIC Educational Resources Information Center

Nunnery, John A.; Ross, Steven M.; Goldfeder, Elizabeth

2003-01-01

The present research is a third-party study of the effects of the School Renaissance (SR) comprehensive school reform (CSR) model on student achievement in 11 elementary and middle schools in Texas. The primary measures used in the study were the Texas Learning Index (TLI) reading and mathematics scores obtained through administration of the Texas…

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-06-01

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention

ERIC Educational Resources Information Center

Dougherty, Shaun M.

2015-01-01

Strong literacy skills are crucial to ensuring an individual's future educational and economic success. Existing evidence suggests the transition from elementary to middle school is a decisive period for literacy development. In this paper I investigate the impact of extended learning time in literacy instruction on subsequent cognitive outcomes.…

COMMUNICATION OF INFORMATION IN THE ELEMENTARY SCHOOL CLASSROOM.

ERIC Educational Resources Information Center

DEUTSCH, MARTIN; AND OTHERS

IT IS NOT YET KNOWN HOW THE EXTENT OF LANGUAGE DIFFERENCES BETWEEN LOWER CLASS CHILDREN AND TEACHERS WITH MIDDLE CLASS TRAINING AND, FOR THE MOST PART, WITH MIDDLE CLASS BACKGROUNDS, INFLUENCES CLASSROOM COMMUNICATION. AN EVALUATION WAS MADE OF THE EXPRESSIVE LINGUISTIC SKILLS AND SPEECH CONTENT OF CHILDREN OF DIFFERENT AGES, RACES, AND SOCIAL…

Children's Understanding of Lies in Elementary School Years.

PubMed

Hayashi, Hajimu

2017-01-01

The author examined whether children's understanding of lies exhibits developmental trends in the elementary school years. Four story contexts were presented to 51 first-grade students, 44 fourth-grade students, and 58 adults. These stories represented combinations of a protagonist's intention (truthful or deceptive) and the truth of the protagonist's message (true or false). The results showed that adults judged whether these messages were lies by considering the protagonist's intentions. By contrast, approximately 30% of first-grade students and some fourth-grade students did not consider intentions in making judgments, although they appropriately predicted the outcomes of the messages. These results suggest that children in the early elementary school years have a conception of lies different from that of adults, and their conception of lies becomes more sophisticated after middle childhood.

Science FEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.; Hacking, P. B.

2005-12-01

Funded by the National Science Foundation and corporate sponsored by Northrop Grumman, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and secondary school teachers design a comprehensive module in astronomy that is inquiry-based and reflects national and state science standards. Project participants then teach their module in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The project's website can be found at www.science-fest.org.

Expanding Horizons in Business Education. National Business Education Association Yearbook, No. 32.

ERIC Educational Resources Information Center

McEntee, Arthur, Ed.

This yearbook contains the following 17 papers on business education for the future: "Teaching Keyboarding to Elementary Children" (Rowena Russell); "Keyboarding to Desktop Publishing in Middle School" (Sharon Andelora); "Youth Apprenticeship Programs--Business and School Partnerships" (William H. Cassidy); "The Administrative Steps for…

Latin Curriculum Standards. Revised.

ERIC Educational Resources Information Center

Delaware State Dept. of Public Instruction, Dover.

Delaware's state standards for the Latin curriculum in the public schools are presented. An introductory section outlines the goals of the Latin program for reading, cultural awareness, grammar, writing, and oral language and briefly discusses the philosophy of and approaches to Latin instruction in elementary and middle schools. Three subsequent…

Student Perceptions of a Summer Robotics Camp Experience

ERIC Educational Resources Information Center

Conrad, James; Polly, Drew; Binns, Ian; Algozzine, Bob

2018-01-01

Research on the effectiveness of STEM-focused (science, technology, engineering, and mathematics-focused) schools and other learning experiences (e.g., short-term camps) on student outcomes is sparse. This study documented perceptions of STEM content and careers for elementary, middle, and secondary school students participating in…

Impact of School-Based HIV Prevention Program in Post-Conflict Liberia

ERIC Educational Resources Information Center

Atwood, Katharine A.; Kennedy, Stephen B.; Shamblen, Steve; Tegli, Jemee; Garber, Salome; Fahnbulleh, Pearl W.; Korvah, Prince M.; Kolubah, Moses; Mulbah-Kamara, Comfort; Fulton, Shannon

2012-01-01

This paper presents findings of a feasibility study to adapt and evaluate the impact of an evidence-based HIV prevention intervention on sexual risk behaviors of in-school 6th grade youth in post-conflict Liberia (n = 812). The study used an attention-matched, group randomized controlled trial. Four matched pairs of elementary/middle schools in…

The Social Adjustment of Neighborhood and Bused Children.

ERIC Educational Resources Information Center

Willie, Charles V.

A study was conducted during the 1964-65 school year to determine the kinds of social adaptation made by inner-city black children who were bused to two middle-class, predominantly white elementary schools and by white students new to the same schools. Two-way social adjustment ratings (from students and teachers) were obtained on about half of…

How Schools Are Teaching about Labor. A Collection of Guidelines & Lesson Plans. Third Edition.

ERIC Educational Resources Information Center

American Federation of Labor and Congress of Industrial Organizations, Washington, DC.

This collection of outlines, lesson plans, and classroom materials is intended to help teachers and curriculum specialists in teaching students about the contribution of organized labor to the development of the United States. Units suitable for the elementary, middle school, and high school levels are included. The first of the 12 units, which…

Resource Allocation Analysis Brief #1 (PUSD). Strategic School Funding for Results (SSFR)

ERIC Educational Resources Information Center

Chambers, Jay G.; Brodziak, Iliana; Levin, Jesse; Cruz, Lisa

2011-01-01

This Analysis Brief shows how per-pupil spending varies with student poverty (as measured by the percent of students eligible for free or reduced price lunch) across elementary, middle, and high schools in Pasadena Unified School District (PUSD). The authors have carried out separate analyses that make use of the California Standardized Account…

Parental Involvement and Perceived At-Risk Student Performance: Views from Predominantly Hispanic Parents

ERIC Educational Resources Information Center

Braley, Richard; Slate, John R.; Cavazos, Jose

2009-01-01

These researchers analyzed the perceptions of parents of students determined to be at-risk about their involvement with their children. Parents (n = 229), predominantly Hispanic, were surveyed from elementary schools, middle schools, and high schools in a district in South Texas near the Texas-Mexico border. Quantitative data obtained from the…

Teacher Job Satisfaction and Retention in a Suburban Georgia School District

ERIC Educational Resources Information Center

Thompson, Denise G.

2008-01-01

An investigation of the relationship between job satisfaction and retention among elementary, middle, and high school teachers in a suburban school district in Georgia was addressed in this mixed-methods study. The focus of the study was to determine the level of job satisfaction among the nine subscales of the Teacher Job Satisfaction…

Math Achievement Trajectories among Black Male Students in the Elementary- and Middle-School Years

ERIC Educational Resources Information Center

Zilanawala, Afshin; Martin, Margary; Noguera, Pedro A.; Mincy, Ronald B.

2018-01-01

In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039),…

A Comparison of Elementary, Middle, and High School Teachers' Orientations toward Motivating Students

ERIC Educational Resources Information Center

Hansen, Mark David

2010-01-01

Developmental psychologists have long known that students are less interested in school and academic tasks with each additional year in school (Eccles & Midgely, 1989). In addition, they know that the most effective predictor of motivation at any age is self-efficacy, a student's perception of his/her academic ability in a specific domain. Factors…

Academic Interventions and Academic Achievement in the Middle School Grades

ERIC Educational Resources Information Center

Kite, Toby G.

2015-01-01

After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be…

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

ERIC Educational Resources Information Center

Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

Strategies for Helping Children with Diabetes in Elementary and Middle Schools

ERIC Educational Resources Information Center

Getch, Yvette; Bhukhanwala, Foram; Neuharth-Pritchett, Stacey

2007-01-01

Given the increase in the numbers of children who are at risk for, or who have been diagnosed with, diabetes, school personnel must work as a team to effectively manage and support those children in school-based settings. Understanding the diabetic condition, developing an individualized healthcare plan that addresses the medical and academic…

The New Phys Ed.: Dodgeball Is Passe; Schools Are Teaching Lifelong Fitness

ERIC Educational Resources Information Center

Schachter, Ron

2011-01-01

A growing number of physical education teachers are introducing a new kind of P.E. in schools, emphasizing lifelong activities such as running, cycling, yoga, and skateboarding, in an attempt to make exercise more engaging--and lifelong--for elementary and middle school students. The new generation of P.E. classes is introducing youngsters to…

Why Teachers Are Absent: An Examination of Teacher Absences in Broward County Public Schools.

ERIC Educational Resources Information Center

Green, Laura R.; Blasik, Katherine A.; Varela-Russo, Carmen

1999-01-01

An absenteeism study found that the largest percentage of teacher absences was due to professional development activities, illness, and vacant positions. High schools had lower absence rates than elementary and middle schools and centers. Absenteeism was also related to number of kids eligible for free-lunch programs. (Contains 20 references.)…

An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

ERIC Educational Resources Information Center

Skoretz, Yvonne; Childress, Ronald

2013-01-01

The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

An Evaluation of an Abstinence-Only Sex Education Curriculum: An 18-Month Follow-Up

ERIC Educational Resources Information Center

Denny, George; Young, Michael

2006-01-01

The article examines the results from an 18-month follow-up evaluation of an abstinence education curriculum series. Participants were students from 15 school districts recruited to participate in the project. The intervention was the Sex Can Wait curriculum series, consisting of upper elementary, middle school, and high school components. The…

Exploring Principals' Physical Education Perceptions and Views from Elementary and Middle Schools of Shanghai

ERIC Educational Resources Information Center

Zeng, Howard Z.; Wang, Xiaozan

2015-01-01

This study examined the status of principals' physical education (PE) perceptions, the differences between gender and school-levels of these principals' PE perceptions; and what they have to say about the opportunities, challenges and solutions on their school PE. Participants were 92 principals (37 Males, 55 Females) from 12 different school…

School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth

ERIC Educational Resources Information Center

Stone, Susan; Uretsky, Mathew

2016-01-01

We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state…

A PRELIMINARY STUDY OF STANDARD ENGLISH SPEECH PATTERNS IN THE BALTIMORE CITY PUBLIC SCHOOLS.

ERIC Educational Resources Information Center

GARVEY, CATHERINE; MCFARLANE, PAUL T.

LANGUAGE PATTERNS OF BALTIMORE FIFTH-GRADERS FROM FOUR DISADVANTAGED, INNER-CITY ELEMENTARY SCHOOLS--TWO WHITE AND TWO NEGRO--AND FROM ONE WHITE MIDDLE-CLASS SUBURBAN SCHOOL WERE EXAMINED (1) TO IDENTIFY SUBGROUPS WHOSE LANGUAGE BEHAVIOR DIFFERS SYSTEMATICALLY FROM EACH OTHER AND FROM STANDARD ENGLISH, (2) TO GATHER INFORMATION ON THE LANGUAGE…

Changes in Physical Activity in the School, Afterschool, and Evening Periods during the Transition from Elementary to Middle School

ERIC Educational Resources Information Center

Lau, Erica Y.; Dowda, Marsha; McIver, Kerry L.; Pate, Russell R.

2017-01-01

Background: We examined longitudinal changes in children's physical activity during the school day, afterschool, and evening across fifth, sixth, and seventh grades. Methods: The analytical sample included children who had valid accelerometer data in fifth grade and at least one other time-point, and provided complete sociodemographic information…

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

ERIC Educational Resources Information Center

Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

2014-01-01

As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms

ERIC Educational Resources Information Center

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-01-01

Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd-3rd), and late (4th-5th) elementary classrooms…

The Association of State Law to Physical Education Time Allocation in US Public Schools

PubMed Central

Oh, April; Chriqui, Jamie F.; Mâsse, Louise C.; Atienza, Audie A.; Nebeling, Linda; Agurs-Collins, Tanya; Moser, Richard P.; Dodd, Kevin W.

2012-01-01

Objectives. We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education–Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Methods. Schools (n = 410) were grouped by their state’s PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Results. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Conclusions. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations. PMID:22594746