The issue of lower than expected mathematics achievement is a concern to education leaders and policymakers at all levels of the U.S. PK–12 education system. The purpose of this quantitative, quasi-experimental study was to determine if there was a measurable difference in achievement on the mathematics section of the state test for students (n = 121)
Research
This mid-point report from a seven-year study about building a college culture investigates how a multifaceted approach including mentoring, technology, campus visits, parent involvement, and tutoring impacts at-risk middle school students’ college aspirations and eventual success gaining college acceptance. Based on NAEP report data, many young adolescents may not be adequately prepared for postsecondary education
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This study investigated the development and validation of a 32-item scale that measures Internet-Savviness (IS). Relationships between this multidimensional construct and other primary variables of interest including age, gender, Internet access, Internet location, and Internet activities were explored. The sample population consisted of 241 academically talented middle school youth ages 8–14 years old. The IS scale
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The literature on the use of problem-based learning in K–12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported
Read More… from Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group
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In the experimental phase of this mixed-methods study, 49 middle school students receiving special education services took notes from the Internet under either a written notes or a copy-and-paste notes condition. Immediate, cued-recall measures of factual learning showed that students who wrote their notes were better able to recall what they had noted, although recall
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Middle school girls who are at risk have experienced a disproportionate number of intense and disruptive traumatic life events. Such events can adversely affect healthy development and often contribute to higher levels of school failure and problem behavior. Few programs focus on helping at-risk middle school girls achieve school success through gender-specific developmental intervention, and
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