Current Search: Middle school students. (x)
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(1 - 7 of 7)
- Title
- ADVOCATING STUDENT WITHIN ENVIRONMENT IN APPLICATION: THE LIVED EXPERIENCE OF SIXTH GRADE STUDENTS’ PARTICIPATION IN A SMALL GROUP INTERVENTION.
- Creator
- Campbell, Kadeem, Bowers, Hannah, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
A sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional...
Show moreA sense of belonging is instrumental to an individual’s mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student’s social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional skills. This study examined the phenomenological experience of sixth grade students who participated in an ASE-influenced counseling program. One objective for this study was to advance the current literature regarding school counseling’s efficacy in promoting greater connectedness among students and their school environment. The study was conducted using the Student Success Skills (SSS) small group intervention, led by a school counselor already trained in the program. The research questions under investigation were: What is the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum translate to connectedness among the students in the intervention? Does the phenomenological experience of middle school students’ participation in an ASE-aligned evidence-based guidance curriculum lead to coregulatory relationships among students and school faculty?
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014301
- Subject Headings
- Educational counseling, Belonging (Social psychology), Middle school students
- Format
- Document (PDF)
- Title
- Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
- Creator
- Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
- Subject Headings
- Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
- Format
- Document (PDF)
- Title
- PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.
- Creator
- Lewis, Rebecca K., Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students,...
Show moreThe purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students, or individuals who were born as one sex and identify and express themselves as a gender different from the sex assigned at birth. This study was significant as it addressed teacher perceptions and practices as well as the heteronormative and cisnormative structures that are perpetuated and valued within schools. The data were collected via two phases: the quantitative, web-based survey responses, followed by the qualitative, individual interviews. The sample population consisted of 117 middle and high school teachers. Out of the 117 teachers, 90 participants participated in the pre-survey, 71 participants participated in the post-survey, 89 participated in the professional development, and 8 participated in the individual interviews. Five major findings emerged from the data analysis of the interviews as factors influencing and impacting middle and high school teachers’ perceptions of their role and experiences, actions and classroom practices, and perceptions of school policies relating to Transgender students. These findings include (a) teacher experiences, (b) teacher support, (c) lack of understanding, (d) school policy, and (e) school support.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013388
- Subject Headings
- Transgender students, High school teachers, Middle school teachers, Heteronormativity, Professional development
- Format
- Document (PDF)
- Title
- An empirical study of children's enjoyment and perceived competence in physical education and its effects on their physical activity participation outside of school.
- Creator
- Brazendale, Keith., College of Education, Department of Exercise Science and Health Promotion
- Abstract/Description
-
The purpose of this study was to explore the relationship between children's enjoyment and perceived competence in physical education (PE) and the effects these factors may have on physical activity participation outside of school. Fifth through eighth grade (n = 100) school children completed questionnaires pertaining to their enjoyment in PE, perceived competence in PE, and physical activity participation outside of school. Results indicated a positive significant relationship between...
Show moreThe purpose of this study was to explore the relationship between children's enjoyment and perceived competence in physical education (PE) and the effects these factors may have on physical activity participation outside of school. Fifth through eighth grade (n = 100) school children completed questionnaires pertaining to their enjoyment in PE, perceived competence in PE, and physical activity participation outside of school. Results indicated a positive significant relationship between enjoyment in PE, and perceived competence in PE (p<0.01). Children with higher perceptions of competence in school PE, reported greater physical activity participation outside of the school environment (p<0.002). Enjoyment in PE had no statistical significance in determining physical activity participation outside of school (p>0.05). Understanding the factors which influence physical activity participation can help inform future policies and strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity participation.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362328
- Subject Headings
- Physical education and training, Study and teaching (Middle school), Sports for children, Health aspects, Physical fitness for children, Middle school students, Attitudes
- Format
- Document (PDF)
- Title
- An Analysis of Discourse Present in Sex Education Literature from Palm Beach County Middle Schools: Are Kids Really Learning?.
- Creator
- De Avila, Elizabeth, Durnell-Uwechue, Nannetta Y., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
- Abstract/Description
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Issues of sexual assault have become pervasive across all social strata in American society. Citizens need to start having conversations regarding these issues. To combat the issue of sexual assault, children need to be educated regarding the multifaceted aspects of sex through sex education in order to understand consent and resources they have available to them. Utilizing grounded theory methodology, this thesis analyzes sex education literature provided to Palm Beach County Middle School...
Show moreIssues of sexual assault have become pervasive across all social strata in American society. Citizens need to start having conversations regarding these issues. To combat the issue of sexual assault, children need to be educated regarding the multifaceted aspects of sex through sex education in order to understand consent and resources they have available to them. Utilizing grounded theory methodology, this thesis analyzes sex education literature provided to Palm Beach County Middle School students. Using Burke’s theory of terministic screens and Foucauldian theories of power and control; an understanding of the ideological underpinnings of this literature and discourse were acquired. After analysis, suggestions for disclosure and sex education programs are provided.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004842, http://purl.flvc.org/fau/fd/FA00004842
- Subject Headings
- Sex instruction for youth--Florida--Palm Beach County., Middle school education--Florida--Palm Beach County., Middle school teaching--Florida--Palm Beach County--Evaluation., Middle school students--Attitudes., Sex differences in education.
- Format
- Document (PDF)
- Title
- Examining the Impact of a Leadership Team’s Cognitive and Behavioral Agility on Student Achievement in Broward County Middle Schools.
- Creator
- Grant, Shernette D., Reyes-Guerra, Daniel, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have...
Show moreThe extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have been studied in a variety of contexts, little research is available on the cumulative effect of a school team’s ability to think collectively to raise student performance. Noteworthy however, is that this study makes the assumption that the sum total of individual agility as measure by instruments designed to assess individual agility equates to an accurate measure of team agility. This study was designed to better understand the relationship between a school leadership team’s cognitive and behavioral agility, school climate, and student achievement in a population of middle schools in Broward County, Florida. Theoretically, the study provides a model in support of the collective leadership approach in moving schools toward improved student achievement. A non-experimental, quantitative research design was utilized and The Strategic Thinking Questionnaire (STQ) and Strategic Leadership Questionnaire (SLQ) were used to assess cognitive and behavioral agility, respectively. Climate data, analyzed as a mediator, was extracted from the schools’ Annual Customer Survey. Student achievement was measured as overall school performance on standardized assessments as part of the State of Florida school accountability system. The STQ and SLQ were administered by way of a survey and descriptive statistics, correlation and mediation analysis were used to analyze data. The research did not point to any statistically significant correlations between school leadership teams’ cognitive and behavior agility as they relate to predicting student achievement; even with school climate acting as a mediator. This may be due in part to the assumption that agility data captured is an accurate reflection of team functioning. The study provides opportunities for additional research on the efficacy of leadership teams in K-12 education.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013126
- Subject Headings
- Middle schools--Florida, Educational leadership--Florida, Leadership -- Psychological aspects, Student achievement
- Format
- Document (PDF)
- Title
- Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
- Creator
- Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
- Subject Headings
- Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
- Format
- Document (PDF)
