Middle Grades Research Journal (eBook)

Frances R Spielhagen (Herausgeber)

eBook Download: PDF | EPUB

2015 | 1. Auflage
109 Seiten
Information Age Publishing (Verlag)
978-1-68123-427-4 (ISBN)

Infos

Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.

Inhalt

Front Cover 1
A Graduate Students’ Guide to Involvement in the Peer Review Process 8
1. Does this paper make an important substantive contribution to this area of research? 9
2. Does the methodology (design and execution) permit one to draw the conclusions the author wishes to make? 9
Volume 10, Issue 3, Winter 2015 12
Preface 14
Frances R. Spielhagen 14
Editor-in-Chief 14
A Time of Transition: Passing the Baton 16
REFERENCE 16
Exploring Eighth-Grade Minority and Female Students’ Statistical Literacy Skills Using TIMSS 18
Do Differences Exist? 18
Jamie D. Mills and Marsha E. Simon 18
University of Alabama 18
This study investigated the performance of U.S. eighth-grade female and minority students’ achievement in learning statistics concepts using the Data and Chance content domain from the Trends in International Mathematics and Science Study 2007(2007... 18
Introduction 18
1. What student and teacher/classroom variables are related to achievement in statistics learning for eighth-grade students in the United States? 22
2. To what extent do these variables account for the variation in statistics achievement at the student and classroom levels for female and minority students? 22
Method 22
Results 30
Concluding Remarks 32
References 33
510 (2.7) 39
501(2.7) 39
480 (2.5) 39
531(2.8) 39
Advanced International Benchmark—625 39
High International Benchmark—550 39
Intermediate International Benchmark—475 39
Low International Benchmark—400 39
Table 1 25
Descriptive Statistics for Statistics Achievement-Related Variables 25
2.62 (1.24) 25
18.3 25
1,392 25
29.6 25
2,244 25
26.4 25
2,001 25
21.5 25
1,635 25
2.49 (1.31) 25
20.4 25
1,551 25
36.5 25
2,773 25
20.9 25
1,586 25
17.5 25
1,326 25
2.45 (1.25) 25
22.8 25
1,729 25
33.7 25
2,558 25
20.7 25
1,569 25
18.7 25
1,423 25
2.51 (1.30) 25
23.4 25
1,777 25
28.5 25
2,163 25
25.2 25
1,913 25
18.5 25
1,403 25
How well-prepared are you able to teach: 25
.2 25
1 25
83.2 25
341 25
3.4 25
14 25
1.2 25
5 25
.2 25
1 25
79.5 25
326 25
6.8 25
28 25
1.2 25
5 25
.2 25
12 25
76.8 25
315 25
9.0 25
37 25
1.7 25
7 25
Table 1 26
(Continued) 26
When did you first teach: 26
32.7 26
134 26
45.1 26
185 26
12.2 26
50 26
31.7 26
130 26
34.4 26
141 26
23.9 26
98 26
27.8 26
114 26
34.4 26
141 26
27.8 26
114 26
26.1 26
107 26
32.9 26
135 26
31.0 26
127 26
How would you characterize: 26
6.3 26
26 26
20.0 26
82 26
36.1 26
148 26
19.3 26
79 26
8.5 26
35 26
6.6 26
27 26
14.4 26
59 26
36.6 26
150 26
23.2 26
95 26
9.5 26
39 26
2.0 26
8 26
18.8 26
77 26
40.7 26
167 26
21.5 26
88 26
7.3 26
30 26
2.9 26
12 26
20.5 26
84 26
44.6 26
183 26
17.3 26
71 26
4.9 26
20 26
Table 2 27
Descriptive Statistics for Participating Students and Teachers 27
Students 27
47.7 27
48.7 27
40.8 27
7.0 27
20.3 27
7.6 27
2.3 27
17.9 27
92.9 27
5.9 27
82.9 27
13.0 27
16.9 27
19.8 27
27.1 27
15.5 27
16.4 27
13.6 27
18.4 27
23.2 27
32.4 27
9.9 27
18.4 27
25.2 27
21.5 27
19.1 27
Teachers 27
29.5 27
61.5 27
42.3 27
17.5 27
7.7 27
20.9 27
Table 2 28
(Continued) 28
38.3 28
52.4 28
37.8 28
51.7 28
43.2 28
46.6 28
87.1 28
3.4 28
71.2 28
16.6 28
66.3 28
21.1 28
Table 3 29
Average Statistics Achievement by Race and Gender* 29
532.9 29
107.3 29
523.4 29
103.0 29
565.4 29
93.9 29
465.3 29
94.5 29
479.2 29
99.5 29
563.7 29
97.0 29
515.5 29
93.8 29
527.4 29
90.2 29
518.8 29
85.7 29
Table 4 30
HLM Final Model Results 30
5.14 30
< .001
2.96 30
< .001
1.41 30
< .001
2.53 30
< .001
1.28 30
< .001
.96 30
.001 30
.02 30
< .001
3.99 30
< .001
7.10 30
< .001
7.32 30
.032 30
9.97 30
.008 30
6.33 30
.042 30
.94 30
< .000
34 30
< .000
35 30
.026 30
35 30
.015 30
35 30
.039 30
35 30
.011 30
Strengthening Academic Vocabulary With Word Generation Helps Sixth-Grade Students Improve Reading Comprehension 40
Kouider Mokhtari and Justin Velten 40
The University of Texas at Tyler 40
In this quasi-experimental study, we assessed the promise of Word Generation, a research-based academic vocabulary program, on improving the reading achievement outcomes of struggling sixth-grade readers in an after-school small group instructional s... 40
Method 43
1. An initial 5 hours of training (2 and a half hours per day for 2 days). Training during the first day consisted of an overview of the Word Generation program, a review and discussion of its curriculum components, and a discussion of its academic v... 45
2. A weekly, 1-hour debriefing session with tutors, which gradually changed to biweekly sessions after the first 6 weeks of instruction. During these debriefing sessions, members of the research team met with tutors to review progress made, discuss a... 45
3. Individual tutor consultation with members of the research team who served as mentors for tutors. During individual consultation sessions, members of the team provided assistance, guidance, and moral support in preparing weekly lessons, addressing... 45
Results 48
Discussion 51
References 54
Word Generation Unit#: 1.07: Censorship: Who should decide what young people read? 57
Monday 57
Introduce Word Meanings in Language Arts 57
As-is 57
Modified 57
No 57
Tuesday 57
Explore Word Meanings in Science 57
As-is 57
Modified 57
No 57
Wednesday 58
Examine Word Meanings in Math Problems 58
As-is 58
Modified 58
No 58
Thursday 58
Debate Issues in Social Studies Using Words Learned 58
As-is 58
Modified 58
No 58
1. Describe aspects of this lesson that worked particularly well. 58
2. Describe aspects of this lesson that did not work well. 58
3. Describe how you plan to address the aspects of the lesson that did not work as intended. 58
Table 1 44
Student Demographic Profiles 44
13 44
12 44
23 44
24 44
12 44
10 44
22 44
19 44
2 44
7 44
2 44
1 44
Table 2 47
Sample Weekly Lesson Framework 47
Table 3 48
Mean Vocabulary Growth of Intervention Group 48
31 48
25 48
12 48
37 48
27.16 48
6.47 48
31 48
28 48
16 48
44 48
34.52 48
5.57 48
(t[29] = 5.51, p < .001)
Table 4 49
Dependent Variable Means of Intervention (n = 31) and Comparison (n = 29) Groups 49
Original 49
Adjusted 49
85.39 (8.69) 49
92.68 (8.15) 49
94.40 49
90.24 (7.97) 49
95.86 (7.60) 49
94.02 49
31.94 (13.15) 49
42.94 (11.82) 49
(+11.0 NCEs) 49
40.18 (11.53) 49
46.33 (11.74) 49
(+6.15 NCEs) 49
Table 5 49
Significance Tests and Effect Size Displays (Partial ?2) for Time, Group, and Time By Group Interactions 49
(1, 57) 49
84.59 49
.001 49
.602 49
(1, 57) 49
.032 49
.858 49
.001 49
(1, 58) 49
.043 49
.836 49
.001 49
Figure 1 50
Scaffolding the Persuasive Writing of Middle School Students 60
Joseph R. Boyle and Annemarie H. Hindman 60
Temple University 60
The purpose of this exploratory study was to develop and test a strategy to support middle grade students’ persuasive writing skills. The sample included 52 eighth-grade students who were either proficient or struggling writers. The students were r... 60
Scaffolding the Persuasive Writing of Middle School Students: An Exploratory Study of the DECIDE Graphic Organizer 60
The DECIDE Scaffold for Middle Grades Persuasive Writing 63
Current Study Research Aims 64
1. To what degree did students who used the persuasive essay strategy produce better organized essays than students using traditional writing skills? We anticipated that the DECIDE graphic organizer would produce better organized essays. 64
2. Would students who used the persuasive essay strategy produce longer essays than students using tradition writing skills? We expected that the DECIDE graphic organizer would produce longer essays. 64
Method 64
Procedure 65
Results 69
Discussion 70
Conclusion 73
References 73
Figure 1 64
Table 1 70
Persuasive Essay Quality Scores of Experimental and Control Groups 70
2.69* 70
(.70) 70
2.07 70
(.83) 70
2.90* 70
(.32) 70
2.33 70
(.78) 70
2.77 70
(.59) 70
2.19 70
(.80) 70
5.75* 70
(.58) 70
5.00 70
(1.36) 70
5.50* 70
(.85) 70
2.75 70
(2.14) 70
5.65 70
(.69) 70
3.96 70
(2.07) 70
1.94* 70
(.25) 70
1.36 70
(.75) 70
1.60* 70
(.70) 70
.75 70
(.96) 70
1.81 70
(.49) 70
1.08 70
(.89) 70
1.94* 70
(.25) 70
1.71 70
(.47) 70
1.90* 70
(.32) 70
1.42 70
(.52) 70
1.92 70
(.27) 70
1.58 70
(.50) 70
Table 2 70
Persuasive Essay Quantity Scores of Experimental and Control Groups 70
19.31* 70
(4.01) 70
17.71 70
(3.90) 70
17.50* 70
(3.21) 70
11.42 70
(6.02) 70
18.62 70
(3.76) 70
14.81 70
(5.82) 70
271.06* 70
(48.07) 70
246.14 70
(70.41) 70
223.30* 70
(60.37) 70
151.25 70
(92.32) 70
252.69 70
(57.09) 70
202.35 70
(93.04) 70
Middle Grades Teachers’ Use of Motivational Practices to Support 78
Their Visions and Identities as Middle Grades Educators 78
Amanda Wall Samuel D. Miller 78
Georgia Southern University University of North Carolina, Greensboro 78
This qualitative case study explored 4 middle grades teachers’ naïve theories of motivation, and the links between these theories and their thoughts and actions related to motivation. Their naïve theories of motivation stemmed from their overall ... 78
Review of Literature 80
Theoretical Framework 81
Research Questions 81
1. What are middle school teachers’ naïve theories of motivation? 81
2. How are their naïve theories linked to their beliefs and actions? 82
Method 82
Findings 83
Discussion 87
References 90
1. Tell me how you became a teacher (initial interview only). 93
2. Tell me about your experience teaching middle school. (if not addressed in Question 1). 93
3. What is a typical school day like? 93
4. Tell me how motivation is part of your teaching. As you go through your day, how do you think about motivation, try to promote it, etc.? What sort of ideas, examples, or questions have you had? 93
5. When is a time that you felt that you have said or done something that clearly motivated students? How did you know? 93
6. Tell me about a student (or two or three) you have had who has/have been very motivated. How did you know? How much influence did you have? 93
7. Tell me about a student (or two or three) you have had who has/have been very unmotivated. How did you know? How much influence did you have? What did you try? 93
8. Tell me what you think about when you hear the word “unmotivated”. 93
9. (initial interview only) As we discussed, I plan to observe you teaching. What kinds of things related to motivation do you want me to see? Is there anything you would like me to look at during the observation? 93
1. Tell me about the lesson today walk me through the lesson.
2. How did you decide what to do in the lesson? 93
3. Did you think about motivation before, during, and after the lesson? 93
4. You asked me to notice (topic). What did you think? 93
5. I am going to read from my [observation] notes. Tell me what you think. 93
6. Did anything happen that taught you something about motivation? 93
7. Is there anything you would like to ask me? 93
Examining Cognitive Predictors of Academic Cheating Among Urban Middle School students 94
The Role of Home–School Dissonance 94
Kenneth M. Tyler 94
University of Kentucky 94
Academic cheating within the middle grades has become a prevalent schooling dilemma for teachers and administrators. Among the various contextual and cognitive factors that promote academic cheating is home– school dissonance, which has been shown ... 94
Introduction 94
Literature Review 96
Academic Efficacy 98
Achievement Goal Orientation 99
Methods 99
Results 101
Discussion and Study Implications 104
Study Limitations and Future Research Directions 107
References 108
Table 1 102
Means, Standard Deviations, Alpha Coefficients, and Zero Order Correlations of Study Variables 102
2.37 102
.51 102
.88 102
— 102
2.04 102
.57 102
.86 102
— 102
3.84 102
.43 102
.78 102
— 102
3.97 102
.41 102
.85 102
— 102
3.08 102
.51 102
.89 102
— 102
3.05 102
.49 102
.74 102
— 102
4.41 102
.87 102
— 102
— 102
4.07 102
1.0 102
— 102
.28** 102
— 102
4.09 102
1.0 102
— 102
.34** 102
.40** 102
— 102
4.30 102
1.0 102
— 102
.35** 102
.21** 102
.31** 102
— 102
3.25 102
.69 102
— 102
.48** 102
.54** 102
.50** 102
.49** 102
— 102
Figure 1 104
Figure 2 105
Figure 3 105
Figure 4 106
Back Cover 112

Produkt-Details

• Erscheint lt. Verlag: 1.12.2015
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lexikon / Chroniken
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Sozialwissenschaften ► Soziologie ► Empirische Sozialforschung
• ISBN-10: 1-68123-427-0 / 1681234270
• ISBN-13: 978-1-68123-427-4 / 9781681234274