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Descriptors:
Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Artificial Intelligence; Computer Simulation; Computer Mediated Communication; Intelligent Tutoring Systems; Pretests Posttests; Instructional Effectiveness; Learning Processes; Feedback (Response); Metacognition; Science Education; Scientific Concepts; Concept Mapping; Middle School Students; Scaffolding (Teaching Technique); Grade 8; Computer Assisted Instruction; Instructional Design; Comparative Analysis

Abstract:
Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition, causal map construction, and progress monitoring. Previous research has established that middle school students struggle at such tasks without proper scaffolding and feedback. In Betty's Brain, this feedback is provided by Betty and Mr. Davis, another virtual agent designed to provide guidance and suggestions as students work. This paper discusses our implementation of contextualized conversational (CC) feedback, and then presents the results of an experimental study exploring the effects of this feedback in two 8th-grade science classrooms. The results illustrate some advantages of the CC feedback in comparison with a baseline dialogue mechanism that presents similar strategies in a non-conversational, non-contextualized form. While both groups showed significant pre-to-post test learning gains, the difference in learning gains between the groups was not statistically significant. However, students who received CC feedback more often performed actions in accordance with the advised strategies, and they created higher quality causal maps. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Social Studies; Reading Comprehension; Content Area Reading; Academic Achievement; Reading Improvement; Middle Schools; Grade 8; Comparative Analysis; Reading; Pretests Posttests; Intervention; Core Curriculum; State Standards; Alignment (Education)

Abstract:
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team-based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. (Contains 8 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Females; Ethnography; Disproportionate Representation; Middle School Students; Science Instruction; Science Education; Science Activities; Communities of Practice; Expertise; Case Studies; Grade 6; Grade 7; Grade 8; Clubs; Science Achievement

Abstract:
The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science. (Contains 2 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Educational Change; Student Behavior; Phenomenology; Grade 8; Academic Achievement; Computer Uses in Education; Middle Schools; Interviews; Student Attitudes; Teacher Attitudes; Educational Technology; Classroom Environment; Interpersonal Communication; Professional Development; Urban Schools; Laptop Computers

Abstract:
The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students' learning experiences and teachers' instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence

Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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