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Middle-school Students (middle-school + student)
Selected AbstractsCreating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress Toward Meeting High-Stakes StandardsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2010Christine Espin In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and 4-minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow-up study was conducted in which the growth curves produced by the reading-aloud and maze-selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower- and higher-performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary-level students for progress monitoring are discussed. [source] The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle-School Students with Severe Reading DeficitsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2010Sally A. Spencer Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of 60 middle-school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension. [source] The impact of after-school programs on the routine activities of middle-school students: Results from a randomized, controlled trial,CRIMINOLOGY AND PUBLIC POLICY, Issue 2 2009Amanda Brown Cross Research Summary Unsupervised after-school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After-school programs are a possible solution to unsupervised teen socializing during afternoon hours and are much in demand. However, empirical research has yet to test the relationship between the availability of after-school programs and youth routine activities. This study presents evidence from a multisite, randomized, controlled trial of an after-school program for middle-school students in an urban school district. Policy Implications Youth in the treatment group engaged in less unsupervised socializing after school than youth in the control group but not as much less as would be expected if the after-school program was providing consistent supervision to youth who would otherwise be unsupervised. Additional analyses examined why the influence of the after-school program was not more pronounced. We found that, although program attendance was related to decreases in unsupervised socializing, the program did not attract many delinquency-prone youths who were unsupervised, which suggests that the students most in need of the program did not benefit. Furthermore, data obtained from a mid-year activity survey revealed that youth in the study were highly engaged in a variety of after-school activities. The addition of the after-school program into the mixture of available activities had little effect on the frequency with which students participated in organized activities after school. [source] Educational production in EuropeECONOMIC POLICY, Issue 43 2005Ludger Wößmann SUMMARY Europe's schools Available data and recently developed estimation methods make it possible to assess school performance in terms of a production process, where ,inputs' of students, teachers, and resources are combined to create a very important ,output': the cognitive skills of students. This paper estimates the education production function using representative samples of middle-school students in 15 West European countries. The size of teaching classes is a particularly important feature of the educational production process because it can be relatively easily manipulated by policy makers. However, no statistically and economically significant class-size effect is detected by any of the evidence considered in this paper. The results suggest that, at least in the context of the resources and organizational structure of West European lower secondary education systems, expensive across-the-board reduction of class sizes is extremely unlikely to foster student learning. , Ludger Wößmann [source] Self-esteem, academic self-concept, and aggression at schoolAGGRESSIVE BEHAVIOR, Issue 2 2007Laramie D. Taylor The present study explores the relation between academic self-concept, self-esteem, and aggression at school. Longitudinal data from a racially diverse sample of middle-school students were analyzed to explore how academic self-concept influenced the likelihood of aggressing at school and whether high self-concept exerted a different pattern of influence when threatened. Data include self-reported academic self-concept, school-reported academic performance, and parent-reported school discipline. Results suggest that, in general, students with low self-concept in achievement domains are more likely to aggress at school than those with high self-concept. However, there is a small sample of youth who, when they receive contradictory information that threatens their reported self-concept, do aggress. Global self-esteem was not found to be predictive of aggression. These results are discussed in the context of recent debates on whether self-esteem is a predictor of aggression and the use of a more proximal vs. general self-measure in examining the self-esteem and aggression relation. Aggr. Behav. 32:1,7, 2007. © 2006 Wiley-Liss; Inc. [source] Gender differences in science attitude-achievement relationships over time among white middle-school studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2002Nancy Mattern Four causal models describing the longitudinal relationships between attitudes and achievement have been proposed in the literature. These models feature: (a) cross-effects over time between attitudes and achievement, (b) influence of achievement predominant over time, (c) influence of attitudes predominant over time, or (d) no cross-effects over time between attitudes and achievement. In an examin-ation of the causal relationships over time between attitudes toward science and science achievement for White rural seventh- and eighth-grade students, the cross-effects model was the best fitting model form for students overall. However, when examined by gender, the no cross-effects model exhibited the most accurate fit for White rural middle-school girls, whereas a new model called the no attitudes-path model exhibited the best fit for these boys. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 324,340, 2002 [source] The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle-School Students with Severe Reading DeficitsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2010Sally A. Spencer Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of 60 middle-school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension. [source] The Role of Conversation in a Thematic Understanding of LiteratureLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2002Catherine Cobb Morocco Opportunities to discuss literature with peers are critical to students' development of literary understanding. Despite the importance of these discourse experiences, many middle-school students are not afforded these opportunities or the necessary teacher support in their English language arts classrooms. Based on a sociocultural perspective, we set out to examine the ways that middle-grades students, particularly those with disabilities, contribute to peer-led discussions and how their participation enables them to build toward textual understanding, social understanding, and understanding of literary discourse. We conducted an in-depth analysis of a verbatim transcription of a video-taped literacy lesson in an urban classroom. Drawing on that analysis, we describe the ways students participated in the literary discourse and the teacher practices that supported students' participation in this discourse. This analysis provides evidence that students with disabilities can acquire the discourse practices needed for interpreting challenging literature with their regular education peers. [source] Changing prevalence of asthma in Taiwanese adolescents: two surveys 6 years apartPEDIATRIC ALLERGY AND IMMUNOLOGY, Issue 2 2005Yung-Ling Lee This study compared the prevalence of asthma among Taiwanese adolescents with individual-level risk factors and municipal-level air pollution and meteorology data to determine whether changes in these factors could explain the observed change in prevalence. We conducted two national surveys of respiratory illness and symptoms in Taiwanese middle-school students in 1995,96 and 2001. The effects of personal and environmental factors were assessed and temporal changes of outdoor monitoring data were also compared with asthma prevalence difference. A total of 44,104 children from the 1995,96 survey and 11,048 children from the 2001 survey attended schools located within 1 km of 22 monitoring stations. Lifetime prevalences of physician-diagnosed and questionnaire-determined asthma increased during this period. After adjustment for potential risk factors, the prevalence differences were statistically unchanged. Although parental education level contributed most, changes in investigated personal and environmental factors might not explain the observed changes in asthma prevalence. Municipalities with higher temperature increase were significantly associated with prevalence difference in questionnaire-determined asthma. We concluded that correlates of the investigated individual-level factors, which have changed over time, still underlie changes in asthma prevalence. Increasing temperature might be the main reason for the rising trends of asthma in Taiwanese adolescents. [source] Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary studyPSYCHOLOGY IN THE SCHOOLS, Issue 6 2009Philip K. Axtell To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc. [source] Concurrent validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale,RevisedPSYCHOLOGY IN THE SCHOOLS, Issue 2 2006V. Scott Hooper One hundred elementary- and middle-school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale-Revised (Leiter-R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter-R scores were statistically significant ( p < .001), ranging from .33 to .74. The UNIT Full Scale score was 5 points higher than the Leiter-R Full Scale score, t = 4.73, p < .001. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 143,148, 2006. [source] |