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Descriptors:
Foreign Countries; Creative Development; Elementary School Students; Middle School Students; Preadolescents; Adolescents; Creative Thinking; Age Differences; Organizational Climate; Educational Environment; Elementary Schools; Middle Schools; Path Analysis; Elementary School Teachers; Middle School Teachers

Abstract:
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. (Contains 2 tables, 4 figures and 2 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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Disabilities; Testing Accommodations; Special Education Teachers; Middle School Teachers; Validity; Decision Making; Data; Individualized Education Programs; Measures (Individuals); Middle School Students; Educational Legislation; Federal Legislation; Interviews

Abstract:
Twenty middle school special education teachers from five states were interviewed in order to gain insight into their understanding of accommodation practices. Interview questions solicited information about teachers' understanding of test accommodations, the decision-making process they employed when choosing accommodations, and their reasons for assignment of specific accommodations to individual students. Interviews revealed a general lack of knowledge about the theoretical and empirical basis for making accommodation assignment decisions. Drawing on information gained from these interviews as well as previous research on teachers' and test accommodations, a list of professional development considerations is shared. Considerations are intended to provide a partial solution toward reducing the gap between research and practice in the appropriate assignment of test accommodations. (Contains 2 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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General Education; Behavior Disorders; Feedback (Response); Middle School Teachers; Behavior Modification; Behavior Problems; Reliability; Student Behavior; Behavior Change; Functional Behavioral Assessment; Consultants; Consultation Programs; Inservice Teacher Education

Abstract:
This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroom instruction. Training procedures based upon previous research (e.g., Iwata et al., 2000) were used to teach FA procedures; performance feedback was used during training and FA implementation to support procedural integrity. Results indicated that training and performance feedback increased integrity to FA procedures for 2 of the 3 teachers; 1 teacher understood the procedures after a second reading of the procedures. Two teachers sustained acceptable integrity throughout classroom implementation; 1 teacher demonstrated variable performance during classroom implementation. Implications for classroom-based behavioral assessment and the use of specific consultation procedures--training and performance feedback--in supporting FA in instructional environments are discussed. (Contains 1 table and 1 figure.) 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:
Video Technology; Probability; Mathematics Instruction; Statistics; Mathematics; Mathematics Education; Elementary Education; Mathematics Teachers; Middle School Teachers; Elementary School Mathematics; Elementary School Teachers

Abstract:
The purpose of this study is to examine prospective mathematics specialists' engagement in an instructional sequence designed to elicit and develop their understandings of random processes. The study was conducted with two different sections of a probability and statistics course for K-8 teachers. Thirty-two teachers participated. Video analyses within a collaborative course design were used to support a teaching experiment about teachers' conceptions of random processes. In particular, teachers were asked whether the outcomes of "Rock-Paper-Scissors" (RPS) are generated randomly or not, were presented with a definition for random selection, and were asked to come to a conclusion about RPS. Teachers struggled to reconcile the equality of winning outcomes for each player with the potential for human interference in the process of generating outcomes. Ultimately, teachers concluded the outcomes were not generated randomly, but encountered a variety of unexpected obstacles along the way. (Contains 2 figures and 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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Social Justice; Teacher Education; Teacher Education Programs; Science Instruction; Science Teachers; Middle School Teachers; Secondary School Teachers; Case Studies; Teaching Skills

Abstract:
"Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, "Deep Knowledge" challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. Larkin digs deep into the details of teacher learning in a way seldom attempted in books about teacher education. Book Features: (1) Offers a teacher education framework based on teaching for understanding and equity; (2) Features engaging case studies of science teachers that are applicable to all teachers interested in teaching for social justice; (3) Unpacks the problems and challenges teachers face in developing the art and skill of teaching; and (4) Applies insights from conceptual change learning in science to science teacher learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; State Standards; Critical Thinking; Secondary School Teachers; Middle School Teachers; Formative Evaluation; Summative Evaluation; Educational Assessment; Learner Engagement; Higher Education; High Schools; Middle Schools

Abstract:
This practical, very effective resource helps middle and high school teachers and curriculum leaders develop the skills to design instructional tasks and assessments that engage students in higher-level critical thinking, as recommended by the Common Core State Standards. Real examples of formative and summative assessments from a variety of content areas are included and demonstrate how to successfully increase the level of critical thinking in every classroom! This book is also an excellent resource for higher education faculty to use in undergraduate and graduate courses on assessment and lesson planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Education; Nutrition Instruction; Intervention; Middle School Students; Grade 6; Grade 7; Grade 8; Physical Activity Level; Physical Education Teachers; Middle School Teachers; Faculty Development; Inservice Teacher Education; Public Schools; Instructional Effectiveness; Educational Research

Abstract:
The study reviewed in this paper examined the effect of the "Middle School Physical Activity and Nutrition" ("M-SPAN)" intervention on the physical activity level of middle school students. For this 2-year study, 24 middle schools from six districts in southern California were stratified by school district and then randomly assigned to either "M-SPAN" or a comparison condition. To assess students' physical activity levels and the content (referred to as "lesson context" in the article) of physical education (PE) classes, researchers observed students in PE classes on 11 randomly selected days for each school throughout the 2-year study period. Researchers documented the lesson content of the classes and observed a total of 1,849 lessons taught by 214 teachers (between seven and 14 teachers per school, with an average class size of 37.5 students). The study assessed the effectiveness of "M-SPAN" by examining moderate-to-vigorous physical activity (MVPA), the amount of time students spent either walking or being very active, and other types of activities and PE lesson content across schools that received the "M-SPAN" training. The study found that the "M-SPAN" intervention caused a statistically significant improvement in the amount of time students spent in MVPA, and the What Works Clearinghouse (WWC) confirms this study-level finding. The WWC calculated the "M-SPAN" intervention as improving the MVPA in schools by an average of 3 minutes per lesson (approximately 0.79 school standard deviation units) across the 2-year period of the study. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.) 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:
Teacher Collaboration; Middle School Teachers; Science Teachers; English Teachers; English (Second Language); Middle School Students; Teaching Methods; Reading Fluency; Group Activities; Direct Instruction; Vocabulary; Metacognition; Writing Skills; Nonfiction; Recall (Psychology); Case Studies; Foreign Countries

Abstract:
This study will examine strategies that ESL teachers and content teachers can use to help middle school ESL students acquire science vocabulary and meta-cognitive strategies for writing skills in non-fiction text forms. Two appendixes are included. (Contains 3 figures and 2 footnotes.)

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Descriptors:
Attention Deficit Hyperactivity Disorder; Incidence; Stimulants; Elementary School Students; Middle School Students; School Surveys; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Drug Therapy; Identification

Abstract:
Background: Estimates of ADHD diagnosis and stimulant medication use vary across studies. Few studies ascertain the teacher perspective on these rates. Objective: To ascertain teachers' perceptions of ADHD prevalence and medication treatment within their classrooms. Method: The present school survey collected teacher report of identified children with ADHD as well as unidentified but suspected children with ADHD in an effort to determine the occurrence of ADHD and related behaviors in elementary and middle school classrooms. The number of children treated with stimulant medication was also collected. Results are grouped by elementary/middle school level. Results: Results indicated 5.58 % of elementary and 3.53 % of middle school students were identified to the teacher as diagnosed with ADHD. A comparable number were suspected to have ADHD, but were not formally identified. Three-quarters of identified elementary school, and two-thirds of middle school students, received medication treatment. Few moderators of prevalence rates were identified. Conclusion: Teacher perceptions suggest an under-identification of children with ADHD in elementary and middle school classrooms. Stimulant medication treatment wanes as children progress to middle school, per teachers' reports. 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:
Educational Change; Work Environment; Human Resources; Middle School Teachers; Teacher Persistence; Faculty Mobility; Middle Schools; Secondary School Teachers; Teacher Surveys; Case Studies; Prediction; Statistical Analysis; School Administration; Discipline; Principals; Educational Environment; Urban Schools

Abstract:
This paper synthesizes findings from the Research Alliance's investigation of teacher turnover in New York City's public middle schools. These years are widely recognized as a critical turning point for students, and the NYC Department of Education (DOE) is pursuing a range of middle school improvement initiatives. The stability of the middle school teaching force has the potential to facilitate or complicate these efforts, yet there have been few studies of the rates and patterns of teacher turnover in the City's middle schools. This study provides the most current, comprehensive look at middle school teacher turnover to date. Drawing on a range of data sources--including DOE human resource records from the last decade, a survey of over 4,000 full-time middle school teachers, and in-depth case studies in four middle schools--this paper examines how long middle school teachers remain in their schools, how long they intend to stay, and what predicts whether or not they leave. It also explores how various aspects of teachers' work environment may influence these decisions. Among the key findings: Among middle school teachers who entered their school during the last decade, more than half left that school within three years--significantly higher than the rates seen for elementary and high school teachers. Of the teachers who leave, most exit the NYC public school system altogether, and only about 1 in 10 transition to another grade 6-8 school. The findings point to several strategies that may be useful for increasing middle school teachers' lengths of stay. The following are appended: (1) Description of Data Sources and Samples; (2) Methods; and (3) Who Are Middle School Teachers in NYC? (Contains 4 tables, 9 figures, and 48 notes.) [This report was produced by the Research Alliance for New York City Schools.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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