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Middle Grades Teachers' Use of Motivational Practices to Support Their Visions and Identities as Middle Grades Educators
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Wall, Amanda; Miller, Samuel D. – Middle Grades Research Journal, 2015
This qualitative case study explored 4 middle grades teachers' naïve theories of motivation, and the links between these theories and their thoughts and actions related to motivation. Their naïve theories of motivation stemmed from their overall visions for teaching, and their strong identities as middle grades educators. These naïve theories also…
Descriptors: Middle School Teachers, Motivation Techniques, Qualitative Research, Novices
Storylines: Listening to Immigrant Students, Teachers, and Cultural-Bridge Persons Making Sense of Classroom Interactions
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Strickland, Martha – Middle Grades Research Journal, 2012
As the number of immigrant students increases in U.S. classrooms, so have the challenges teachers encounter as they seek to be culturally responsive. Framed by multicultural education and sociocultural theory, this qualitative study explored how 8 fifth-grade, newly arrived immigrant students ("newcomers") from 6 different countries,…
Descriptors: Foreign Countries, Immigrants, Grade 5, World Views
Persistently Disciplined Urban Students' Experiences of the Middle School Transition and "Getting in Trouble"
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Kennedy-Lewis, Brianna L. – Middle Grades Research Journal, 2013
Urban middle school students of color are disproportionately subjected to exclusionary discipline, reflecting a discipline gap between White students and students of color. The discipline gap results in negative outcomes similar to those caused by the academic achievement gap. Although the discipline gap occurs at all levels of schooling, it…
Descriptors: Middle School Students, Discipline, Urban Schools, Student Experience
How Many Classroom Observations Are Sufficient? Empirical Findings in the Context of a Longitudinal Study
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Shih, Jeffrey C.; Ing, Marsha; Tarr, James E. – Middle Grades Research Journal, 2013
One method to investigate classroom quality is for a person to observe what is happening in the classroom. However, this method raises practical and technical concerns such as how many observations to collect, when to collect these observations and who should collect these observations. The purpose of this study is to provide empirical evidence to…
Descriptors: Observation, Longitudinal Studies, Mathematics, Middle School Teachers
Conceptualizing Developmentally Responsive Teaching in Early Field Experiences
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Howell, Penny B. – Middle Grades Research Journal, 2012
The purpose of this descriptive qualitative study was to examine case study as a pedagogical tool used to scaffold the conceptualization of developmentally responsive pedagogy for middle level preservice teachers in early field experiences. Child study projects (CSP) completed by middle level preservice candidates were analyzed to determine if…
Descriptors: Qualitative Research, Case Studies, Instructional Materials, Developmentally Appropriate Practices
An Examination of a Gender-Separate Advisory Program
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Weilbacher, Gary; Lanier, Jill – Middle Grades Research Journal, 2012
In this qualitative study, the authors examine the advisory program of a Horizon Schools to Watch middle grades school. Horizon Schools to Watch is the Illinois affiliate of the National Forum to Accelerate Middle School Reform national Schools to Watch (STW) program, meaning schools with the STW designation have made significant inroads in…
Descriptors: Middle Schools, Program Implementation, Advocacy, Homogeneous Grouping