Search results for: Middle school
Page 1/2 20 items
In this article, the authors explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. The analysis is organized into three thematic clusters that elaborate this conflict: teacher vs. self, teacher vs. student, and teacher vs. culture. Teacher vs. self explores the role of teacher identity and psychology in supporting creative activities in the classroom. Teacher vs. student discusses unanticipated resistance from young learners encountering creative activities in school settings. Teacher vs. culture describes how expectations from beyond the classroom setting can constrain creative activities within the classroom, including the role of parents, administrators, and policy.
Updated: Jan. 31, 2017
Curriculum Development in Teacher Education: Process and Politics of the Redesign of an Undergraduate Middle-Grades Program
The goal of this article is to describe the process that was used to redesign the middle-grades program in a state university. The article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes. The author concludes that the evaluation of the new program reveals that middle-grades program meets all of the standards mandated by the governing organizations while also responding to the needs of current middle schools.
Updated: Sep. 08, 2014
The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
This research depicts different reform initiatives which were conducted in middle school at the fourth-largest urban center in the United States over the decade from 1999 to 2009. The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The participants were Nineteen educators, including several main teacher participants as well as some supporting teacher and administrators.
Updated: May. 23, 2012
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Updated: Jul. 26, 2011
This research examined the change in the perceptions of preservice teachers regarding the use of digital mini-games to support middle school level social studies learning. The results revealed that the participants' perceptions were positively modified by participation in a series of digital mini-games. Results also indicated that the majority of preservice teachers agreed that digital games do have the potential for promoting learning in an educational setting.
Updated: Jun. 13, 2010
This article examines the implementation of a participatory action research study as a parent involvement strategy in one urban, Colorado middle school thought to have low parental involvement. Findings revealed that parent participants perceive themselves to be significantly involved in their children's lives at home in ways that are not recognized under traditional definitions of parent involvement.
Updated: Nov. 25, 2009
This paper reviews research on the achievement outcomes of mathematics programs for middle and high schools. There were 100 qualifying studies, 26 of which used random assignment to treatments. The findings revealed very small effect sizes for mathematics curricula and for computer-assisted instruction.
Updated: Jul. 02, 2009
This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching.
Updated: Jan. 21, 2009
The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures.
Updated: Jan. 12, 2009