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Krist, Christina; Schwarz, Christina V.; Reiser, Brian J. – Journal of the Learning Sciences, 2019
Mechanistic reasoning, or reasoning systematically through underlying factors and relationships that give rise to phenomena, is a powerful thinking strategy that allows one to explain and make predictions about phenomena. This article synthesizes and builds on existing frameworks to identify essential characteristics of students' mechanistic…
Descriptors: Logical Thinking, Heuristics, Epistemology, Middle School Students
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Dorio, Nicole B.; Secord Fredrick, Stephanie; Demaray, Michelle K. – Journal of Early Adolescence, 2019
The purpose of the current study was to explore the association between peer victimization and school engagement and the indirect effects of rumination and depressive symptoms in this association. Data on middle school students' victimization experiences, school engagement, rumination, and depressive symptoms were collected from 887 sixth- through…
Descriptors: Depression (Psychology), Symptoms (Individual Disorders), Victims, Grade 6
Ferrell, Laura – ProQuest LLC, 2018
Learning for all students is the most fundamental and noble quest of American public schools. As new educational research presents best practice, this seemingly simplistic goal has become a multifaceted and complicated challenge for school districts. Classroom hierarchies based solely on grade point average are disappearing, replaced by an…
Descriptors: Electronic Learning, Middle School Students, Grade 6, Grade 8
Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda – Gifted Child Quarterly, 2017
This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…
Descriptors: Achievement Gap, STEM Education, Longitudinal Studies, Minority Group Students
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Jenkins, Lyndsay N.; Demaray, Michelle K.; Tennant, Jaclyn – School Psychology Review, 2017
The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal…
Descriptors: Bullying, Victims, Social Influences, Emotional Response
Northwest Evaluation Association, 2016
Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on…
Descriptors: Scores, Inferences, Academic Achievement, Achievement Tests
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Kwon, Soyang; Mason, Maryann; Welch, Sarah – Journal of School Health, 2015
Background: We compared moderate-to-vigorous intensity physical activity (MVPA) and inactivity levels among fifth and sixth graders during school hours according to school-level race/ethnicity and income attributes to inform school-based obesity interventions in Illinois Suburban Cook County (SCC). Methods: Fifth- and sixth-grade students…
Descriptors: Physical Activity Level, Life Style, Grade 5, Grade 6
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What Works Clearinghouse, 2015
"TAP"™: "The System for Teacher and Student Advancement (TAP™)" is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, "TAP"™ teachers were found to have no discernible effects on student achievement in science, English…
Descriptors: Academic Achievement, Science Achievement, Language Arts, Reading Achievement
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Espelage, Dorothy L.; Low, Sabina; Van Ryzin, Mark J.; Polanin, Joshua R. – School Psychology Review, 2015
Social-emotional learning programs are increasingly being implemented in U.S. schools to address a wide range of problematic behaviors (e.g., bullying, delinquency) and to promote academic success. The current study examined the direct and indirect impact of the Second Step Middle School Program (Committee for Children, 2008) on bullying,…
Descriptors: Middle School Students, Program Descriptions, Control Groups, Social Development
Klugman, Joshua; Gordon, Molly F.; Sebring, Penny Bender; Sporte, Susan E. – University of Chicago Consortium on Chicago School Research, 2015
In the first comprehensive analysis of Illinois' statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR)…
Descriptors: State Surveys, Educational Environment, Teacher Surveys, Student Surveys
Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa – University of Chicago Consortium on Chicago School Research, 2014
There is a very large population of students who struggle with the transition from the middle grades to high school, raising concerns that high school failures are partially a function of poor middle grade preparation. As a result, middle grade practitioners are grappling with questions about what skills students need to succeed in high school,…
Descriptors: Middle School Students, Readiness, Academic Failure, Middle School Teachers
Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de La Torre, Marisa – University of Chicago Consortium on Chicago School Research, 2014
Preparation for college and careers begins when students are young, yet, it can be difficult for middle grade educators to know how best to prepare these students for future success. Middle grade practitioners need to know what to pay attention to and who needs additional support. Without knowing how to identify students who are on-track for high…
Descriptors: Middle Schools, Urban Schools, College Preparation, At Risk Students
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Espelage, Dorothy L.; Polanin, Joshua R.; Low, Sabina K. – School Psychology Quarterly, 2014
This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying incidents using multi-informant, multilevel modeling. Data were derived from 3,616 6th grade students across 36 middle schools in the Midwest, who…
Descriptors: Attitude Measures, Teacher Attitudes, School Personnel, Educational Environment
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Brusca-Vega, Rita; Alexander, Jan; Kamin, Colleen – Global Education Review, 2014
Collaborative professional development of science and special educators leads to improved access and inclusion of students with disabilities. Yet, despite poor science achievement of students with disabilities, their increasing presence in general education science classrooms, and research that demonstrates effective teaching strategies for…
Descriptors: Faculty Development, Teacher Collaboration, Science Teachers, Special Education Teachers
Olszewski-Kubilius, Paula; Lee, Seon-Young; Thomson, Dana – Gifted Child Quarterly, 2014
Involving more than 1,500 academically gifted students and their parents, this study examined relationships between family environment and social competence of gifted students. Results from an online survey revealed that our gifted students rated their families as cohesive and flexible with high levels of satisfaction and communication among…
Descriptors: Family Environment, Social Development, Academically Gifted, Correlation
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