Download or read book Middle School Students Perceptions of an Academic Intervention Program written by Wilfridah Mbone Mucherah and published by . This book was released on 1997 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Teacher Perceptions of the Boost Program written by Holly Jennings (Educator) and published by . This book was released on 2018 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher achievement scores, skill building, and closing the achievement gap are all anticipated results when providing academic interventions to students. When using Response to Intervention (RtI), a three tiered model where academic interventions are provided systematically to improve student outcomes, teachers would expect academic success from students. However, one middle school is experiencing positive unintended consequences that are lifelong skills students need to succeed. Accountability, self-advocacy and relationship building are all components that have been reported by teachers who are using BOOST, a RtI model created uniquely to fit the needs of a middle school in the Midwest. BOOST stands for Broadening Opportunities to Obtain Superior Thinking; it is a tier two academic intervention program. This qualitative study used focus groups and interviews to gain perceptual data regarding the use of a tier-two academic intervention model.
Download or read book Students perceptions of Read 180 at the middle school level written by Erica L. Johnson and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Students Perceptions written by Marilyn Kay Burns and published by . This book was released on 2004 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Homework Intervention Program on Middle School Student Success written by Marcia Ramsey Pool and published by . This book was released on 2005 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Listening to Learners written by Georgia Lee Eshelman and published by . This book was released on 1999 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bullying written by Andrea Nicole Escobar and published by . This book was released on 2013 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to gain understanding of middle school students' perception on a bullying intervention program that aims to decrease the frequency of bullying for students. The current study surveyed the target student- or victim of bullying- at baseline, to determine what type of bullying they were experiencing, how often they were being bullied, in what setting, and how safe they felt at school. The targets were also surveyed one week after the start of the intervention (Time 1), three weeks after the start of the intervention (Time 2), and six weeks after the start of the intervention to determine whether bullying had decreased. The Solution Team members, who were also surveyed at Time 1, Time 2, and Time 3 in order to better understand their perception of the target's bullying situation and whether or not they felt the intervention program was helpful to the target student. Overall, it appears as if the Solution Team was effective at reducing the frequency of bullying to zero by the end of six weeks, and the target students reported feeling very safe at school. The Solution Team members found the intervention to be somewhat helpful in making the peer group aware of the bullying problem and believed that the bullying situation that the target was experiencing had gotten a little better than it was before the Solution Team intervention program began. The Solution Team members believed that the target probably felt about the same as they did before the Solution Team started and that they personally helped improve the bullying situation for their classmate.
Download or read book One Middle School s Perceptions of a Computer assisted Reading Intervention Program written by Kelli Bippert and published by . This book was released on 2016 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to provide interventions for adolescent students identified as struggling, schools are turning increasingly toward computer-assisted reading intervention programs. This ethnographic case study describes the cultural perceptions of teachers, students, and administrators in relation to one computer-assisted reading intervention program, Achieve 3000 using second and third generation Activity Theory Models. The research questions are 1) Using the Activity Theory model, what are the cultural perspectives that exist between administrators, teachers, and students in one urban middle school related to a computer-based reading intervention program, and 2) in what ways do these cultural groups compare and contrast in perspectives in regards to a computer-based reading intervention program? The participants were four focal students, two teachers, and two administrators located in a school receiving Title 1 funds. Contradictions emerged within and among the three Activity Systems: strategy tools use by students differed from what was provided by the Achieve 3000 program and prompted by teachers; time constraints, along with difficulties with computer tools, characterized the tensions that existed between expected curriculum; and administrators found it necessary to modify the curriculum routines and expectations for teachers in an effort to provide intervention for large numbers of students on campus. In addition to providing texts at students' individual Lexile levels, teachers need to provide opportunities for social interactions, discussions, a wider text selection based on student interests, along with specific strategy instruction and support to increase students' ability to comprehend challenging texts.
Download or read book The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for at Risk Eighth grade Middle School Students written by Victoria L. Hyatt and published by . This book was released on 2015 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention program affected academic success in coursework and what difference, if any, there were between academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the academic intervention program. Data from six of the 12 middle schools that tracked students in the academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12 academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the academic intervention program, implications for practice, and recommendations for future research.
Download or read book Perceptions of Discipline and Student Behavior Intervention at a Middle School written by Margaret B. Jacobsen and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to evaluate the perceptions of student behavioral interventions and discipline by parents, students, staff and teachers at a middle school. Review of the literature suggested three main themes. First, it suggested that there are disparities in the amount and types of discipline by race, gender and socioeconomic status. Second, it suggested that effective interventions include a school-wide approach with positive behavior support from an approach titled, School-Wide Positive Behavioral Intervention and Support (SWPBIS). Last, review of the literature suggested that interventions could be effective when they are targeted, involve families and include mentorship opportunities. To evaluate perceptions about student intervention and discipline at this middle school, a survey and interviews were conducted. Survey and interview questions were developed along the themes presented in the review of literature to evaluate who, according to gender and race, is being disciplined at the school, how the school works together to provide intervention and support and what interventions were perceived to be most effective at promoting positive behavior. After conducting research, it appeared that parents, students, teachers and staff had perceived there to be a school-wide program of intervention and discipline in place, but that those systems could be improved in a variety of ways. Parents, teachers and staff members agreed that communication needed to be improved among all stakeholders in promoting positive behaviors on campus. Recommendations include coming to consensus on a common language and program of progressive intervention and discipline among all stakeholders. It is also recommended that communication be improved and increased between the home and school. In addition, each intervention must be re-evaluated and revised based on its effectiveness.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advisory based Perceptions of Transition and Connectedness by First year Middle School Students written by Ramona Raines Pence and published by . This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research-based study was to identify first- year middle school students’ perceptions of the influences of a teacher advisory (TA) program on their transition concerns and connectedness with a teacher before and after their first nine weeks in the middle school. The transition from elementary school to middle school can be difficult for students due to the structural and cultural changes in the middle school organization and the adolescent development that occurs. The use of an advisory group led by a teacher to assist in this transition and connectedness is a program that was the subject of this study. Student perceptions were obtained from quantitative results from a pre-and post-survey and then followed up with qualitative findings from focus group protocol to explore the quantitative results in more depth.The main research question explored was: What are advisory-based students’ perceptions of transition and connectedness in their first-year of middle school? Supporting questions were: To what extent do perceptions of transition concerns and connectedness with a teacher change before and after students enter the middle school? What, if any, gender, age, ethnicity, and feeder school attendance demographic differences exist in these perceptions? What, if any, differences exist between advisory and non-advisory students’ perceptions on their transition concerns and connectedness? The conclusions from the quantitative and qualitative analyses revealed that at the end of nine weeks in the middle school: 1) Transition concerns decreased for both advisory and non-advisory students; 2) Connectedness with a teacher decreased for both advisory and non-advisory students with a higher connectedness for advisory students than non-advisory students; 3) Advisory students expressed a more positive view of advisory teachers than non-advisory students expressed of homeroom teachers; 4) Advisory students overall had a positive perception of the TA program and the TA teacher despite a decrease in connectedness. Implications and recommendations for education personnel are provided.
Download or read book Middle School Students Perceptions of Teachers Expectations as They Relate to the Academic Performance of African American Males written by Daphne N. VanDorn and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Download or read book Urban Middle School Students Perceptions of Math and Science Teachers Caring Behaviors and Students Self Reports of Academic Competence written by Brenda Rhyne and published by . This book was released on 2007 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research examines urban middle school students' perceptions of their math and science teachers' behaviors. Specific caring behaviors (challenging questions, encouragement and praise, non-verbal support, understanding and friendly, and controlling -- which refer to teacher's expectations for classroom behavior) were evaluated by 101 students (72 girls and 29 boys) in grades 7, 8, and 9 by means of a survey instrument. Research findings support earlier investigations confirming that boys and girls interpret teacher friendliness differently. However, both male and female students reported similar perceptions of their teachers' behaviors with respect to praise, non-verbal support, and controlling. In addition, a strong correlation existed between students' perceptions of teachers' behaviors and student self reports of academic competence"--Abstract.
Download or read book Students Perceptions of a Middle School Advisory Program written by Amanda M. Sass and published by . This book was released on 2004 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of a Citizenship Program on Middle School Students written by Jeanette Alcock Mughal and published by diplom.de. This book was released on 2015-02-01 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus on behaviour became an important feat to accomplish. The query was based on the disruptive methods students would use in order to circumvent basic rules and regulations within their learning communities. The old standard rule of teacher being in “charge of the classroom” with a mixture of a fear factor, (secretly diagnosed as respect) no longer was evident. President Bush’s introduction of the No Child Left Behind (NCLB) mandates was brilliant with ist idea of inclusivity, but near eliminated accountability for those able students. Teachers became the main target group of this experiment in the promotion of all students. They became, scapegoats, if you will, of a system that made them accountable, and left those who should have been accountable in meeting educational objectives: administration, and more so, the student. Teachers became overwhelmed with teaching objectives and a multitude of paperwork to facilitate this new structure of responsibility. Actual teaching was foregone under the weight of segmenting students into their proper groups, then find the time to discipline and ensure that all pass the required end-of-year examinations. The result of these initiatives was to the repeal of NCLB, and schools becoming big business, with the teacher benefiting less under a continual weight of professional servitude, and the standard--no voice.
