المؤلفون: Nicole R. Brass (ORCID 0000-0003-3766-7880), Christi Bergin (ORCID 0000-0001-7658-8697), Christopher Slaten (ORCID 0000-0003-4998-1906), Tracey Milarsky (ORCID 0000-0003-3305-8527), Lindsey Mirielli (ORCID 0000-0001-5595-9081), Madison Imler, Chad Rose, Sara Prewett

المصدر: Grantee Submission. 2024.

Peer Reviewed: Y

Page Count: 23

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Middle School Students, Student Adjustment, Student Attitudes, Teacher Student Relationship, Educational Practices, Student Behavior, Prosocial Behavior, Sense of Community, Learner Engagement, Low Income Students, Rural Areas, Gender Differences, Attitude Change, Grade 6, Grade 7, Grade 8

مستخلص: Middle school students' prosocial behavior, classroom engagement, and sense of belonging tend to decline across the school year. This study addressed whether these declines are associated with students' perceptions of their relationship with their teacher and the extent to which their teacher promoted respect among classmates. Self-report surveys were gathered in fall and spring from middle school students (N=351) in low-income, rural communities. Results indicated within-year declines for boys in prosocial behavior, affective engagement, belonging, student-teacher relationships, and teacher promotion of classroom respect; there were smaller to no effects for girls. However, when students perceived improvements in their teacher's social-emotional practices over the school year, they reported increased prosocial behavior, engagement and belonging at the end of the school year. Results were stronger for boys. These results suggest that students' perceptions of their teachers' social-emotional practices can have important implications for their engagement and social development across the school year, especially among boys. Suggestions for classroom-based interventions are discussed. [This is the online version of an article published "The Journal of Experimental Education."]

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Kalman, Mahmut, Can, Fazil Emre

المصدر: International Journal of Whole Schooling. 2023 19(1):49-74.

Peer Reviewed: Y

Page Count: 26

Descriptors: Refugees, Social Integration, Educational Practices, Student Attitudes, Teacher Attitudes, Mainstreaming, Inclusion, Elementary School Teachers, Middle School Teachers, Case Studies, Foreign Countries, Educational Policy, Student Adjustment, Access to Education, Public Schools

مصطلحات جغرافية: Syria, Turkey

مستخلص: Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted of fifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness.

Abstractor: As Provided

المؤلفون: Minic, Jelena, Keljanovic, Andjela, Vujnovic, Sanja, Kompirovic, Tatjana

المصدر: Journal of Educational Sciences. 2023 24(1):3-18.

Peer Reviewed: Y

Page Count: 16

Descriptors: Online Courses, Blended Learning, COVID-19, Pandemics, Grade 5, Student Attitudes, Affordances, Barriers, Elementary School Students, In Person Learning, Foreign Countries, Classroom Environment, Educational Technology, Elementary School Teachers, Intellectual Disciplines, Interpersonal Relationship, Student Adjustment

مصطلحات جغرافية: Serbia

مستخلص: Objective: This study is part of the broader research conducted to investigate the experiences of pupils, teachers, parents and students regarding online and blended (online and face-to-face classroom) instruction in the Republic of Serbia during the pandemic, focusing on students' perceptions of the changed form of schooling. Method: The subject of this study was the descriptions of teaching-related events that left a strong impression on 5th grade students in elementary schools in the Republic of Serbia during the first semester of 2020. Thematic analysis was used to collect data in the form of narratives. Findings: The 5th grade students value events related to the transition from classroom to subject teaching (getting to know the teacher and new subjects) more positively than events related to the change in teaching model caused by the coronavirus pandemic outside (lack of direct contact, inconsistency of online and face-to-face instruction, abbreviated classes). They also highlight the benefits of this instructional model, such as face-to-face teaching (albeit not on a daily basis) and learning about new educational technologies. Conclusion: The findings can be regarded as a modest contribution to a better understanding of this problem, which remains relevant in light of the current pandemic conditions.

Abstractor: As Provided

المؤلفون: Özkal, Ibrahim (ORCID 0000-0002-9022-458X), Kiliçer, Kerem (ORCID 0000-0002-2123-2383)

المصدر: International Technology and Education Journal. Dec 2022 6(2):1-17.

Peer Reviewed: Y

Page Count: 17

Descriptors: Computer Simulation, Program Development, Program Effectiveness, Immigrants, Grade 5, Educational Technology, Technology Uses in Education, Student Adjustment, Student Attitudes, Foreign Countries, Grade 6, Grade 7, Grade 8, Secondary School Students

مصطلحات جغرافية: Turkey

مستخلص: The purpose of this study was to develop a 3D virtual reality environment and to examine its effectiveness in order to facilitate the adaptation and integration of immigrant students into school. In the study, which was carried out in two stages, the design-based research method and the mixed research method were used, respectively. In the study conducted with eight immigrants and eight Turkish students studying at the 5th-grade level, first of all, the 3D virtual reality environment was developed, and in the next part, the effectiveness of the 3D virtual reality environment was evaluated. During the eight-week design-based research process, various activities were designed regarding the subjects of basic Turkish concepts (introduction expressions, school objects, colours, numbers, etc.), the physical structure of the school, school staff, school and classroom rules that immigrant students needed in their adaptation to school, and a 3D virtual model of the school they attended was created. In the second stage of the study, the 3D virtual reality environment developed was applied to the immigrants and Turkish students for four weeks, and its effectiveness was tested. The results revealed that the attitudes of the immigrant students using the3D virtual reality environment towards school changed positively and that the 3D virtual reality environment increased their love for the school and helped them know the school and learn Turkish. Although the 3D virtual reality environment used caused negative feelings such as nausea and dizziness in the immigrant students and Turkish students, it was seen that it had a positive effect on the development of positive emotions such as friendship bonds, love, confidence and happiness. It was found that the immigrant students performed all the performance criteria in the application process at a good level and that there was a significant positive difference in their academic achievement scores before and after the application.

Abstractor: As Provided

المؤلفون: Xinyin Chen (ORCID 0000-0002-0952-8659), Jiaxi Zhou, Dan Li, Junsheng Liu, Minghao Zhang, Shujie Zheng, Xianguo Han (ORCID 0000-0002-2365-4459)

المصدر: Child Development. 2024 95(1):114-127.

Peer Reviewed: Y

Page Count: 14

Descriptors: Rural Schools, Urban Schools, Rural Urban Differences, Social Status, Grade 7, Grade 9, Adolescents, Secondary School Students, Student Attitudes, Student Adjustment, Interpersonal Competence, Leadership, Academic Achievement, Antisocial Behavior, Aggression, Foreign Countries

مصطلحات جغرافية: China

مستخلص: The present study examined relations between concern for mianzi, or the social perception of one's prestige and standing in the group, and adjustment in Chinese adolescents. Participants were seventh- and ninth-grade students in rural and urban regions of China (n = 794, M[subscript age] = 14 years). Data were obtained from multiple sources including peer assessments, teacher ratings, self-reports, and school records. The results showed that concern for mianzi was associated with social competence, leadership, academic achievement, as well as aggression and mixed peer relationships in rural adolescents. In contrast, concern for mianzi was associated with comprehensive social, school, and psychological adjustment problems in urban adolescents. The results indicate the role of context in shaping the relations between adolescents' concern for mianzi and adjustment.

Abstractor: As Provided

المؤلفون: Gwozdzik, Spenser, Stiefel, Leanna

المصدر: American Educational Research Journal. Aug 2023 60(4):667-695.

Peer Reviewed: Y

Page Count: 29

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Students with Disabilities, Educational Environment, Student Attitudes, Middle School Students, High School Students, Institutional Characteristics, Student Adjustment, Grade 7, Grade 8, Grade 10, Grade 9, Learner Engagement, School Safety, Interpersonal Relationship, Student School Relationship, Urban Schools

مصطلحات جغرافية: New York (New York)

مستخلص: Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs.

Abstractor: As Provided

IES Funded: Yes

المؤلفون: Kazu, Hilal, Deniz, Emrullah

المصدر: International Journal of Whole Schooling. 2022 18(1):29-50.

Peer Reviewed: Y

Page Count: 22

Descriptors: Foreign Countries, Student Attitudes, Refugees, Secondary School Students, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Educational Environment, Student Needs, Student Adjustment, Attendance, Interpersonal Communication, Cooperation, Inclusion, Gender Differences, Age Differences

مصطلحات جغرافية: Turkey, Palestine, Iraq, Syria

مستخلص: This study aims to determine the views of students with refugee status who have emigrated to Turkey for various reasons and are continuing their education in secondary and high schools about the Turkish education system. A total of 149 students (76 male, 73 female) in two different groups, who were attending grades 5-8 and 9-12 in the 2018-2019 academic year, participated in the study which used descriptive research and the survey model in conjunction with each other. The results showed that although the education staff welcomed refugee students, they could not make academic adaptations to suit the unique characteristics of these students. While it was found that the majority of students (51%) had adapted to school in Turkey, some (30%) were not actively attending school, and some (27%) had difficulty meeting their basic needs. The results regarding communication and cooperation showed that while these students could easily express themselves to their classmates and teachers, around 20% experienced undecidedness. Data obtained directly from refugee students in this study are crucial for developing policies and projects to give them access to education, enable them to adapt, and guide future studies. More studies are needed to monitor whether the inclusive practices used in Turkey and throughout the world indeed meet what is intended.

Abstractor: As Provided

المؤلفون: Alkan, Muhammet Fatih (ORCID 0000-0002-5600-0160), Günseli, Gülten

المصدر: Online Submission. 2022Paper presented at the Annual Meeting of the International EJERCongress (2022).

Peer Reviewed: N

Page Count: 7

Descriptors: Science Achievement, Student Adjustment, Scores, Gender Differences, Socioeconomic Status, Equal Education, Foreign Countries, Science Education, High Schools, Anxiety, Student Placement, Student Attitudes, Courses, Middle School Students, Graduates, Grade 6, Grade 7, Grade 8, Science Tests

مصطلحات جغرافية: Turkey

مستخلص: THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 225-231.]

Abstractor: As Provided

المؤلفون: Kumsawai, Rattanaporn, Nuangchalerm, Prasart (ORCID 0000-0002-5361-0377), Sriwarom, Napaporn, Na Kalasin, Chaemchan

المصدر: International Online Journal of Education and Teaching. 2022 9(2):714-722.

Peer Reviewed: Y

Page Count: 9

Descriptors: Learning Readiness, Online Courses, Elementary School Students, COVID-19, Pandemics, Educational Change, Grade 4, Grade 5, Grade 6, Foreign Countries, Teaching Methods, Student Adjustment, Student Attitudes, Technological Literacy, Pedagogical Content Knowledge, Computer Mediated Communication, Parent Teacher Cooperation

مصطلحات جغرافية: Thailand

مستخلص: Current classroom has been transformed by the pandemic into a new normal of learning and online education, with students learning to participate in online classrooms. The research aims to explore the factors affecting the learning readiness of grades 4-6 students to online instruction. One hundred students from one school in Khon Kaen province, Thailand provided information and express opinion towards factors affecting the learning readiness. Questionnaire of factors that influence students' readiness to attend online teaching and learning was used. In the situation of the COVID-19 pandemic, data were collected through online surveying. Statistics used to analyze data were descriptive statistics, percentage, mean, and standard deviation. Overall, the factors affecting the learning readiness by mean of student is at moderately readiness, parental factor is at moderately readily available, but the school supplies factor is high readily available.

Abstractor: As Provided

المؤلفون: Cunningham, Emma, Jesson, Rebecca

المصدر: Middle Grades Review. Apr 2021 7(1).

Peer Reviewed: Y

Page Count: 18

Descriptors: Student Adjustment, Middle School Students, High School Students, Pacific Islanders, Foreign Countries, Family Relationship, Family School Relationship, Student Attitudes, Parent Participation

مصطلحات جغرافية: New Zealand

مستخلص: This qualitative study examined the interplay between home and school environments across the transition from Primary School (Year 8) to High School (Year 9) for 10 high-achieving Pasifika students and their families. Interview data from the students revealed the important role that their parents played in their education. Drawings completed by the adolescents provided a high form of data illustrating the dynamic between home and school, including the influence of both on learning. Findings revealed strong intergenerational expectations for success from the dual perspectives of parent and their children, based on cultural competency and parental high expectations. The study's results build upon existing knowledge bases which focus on parent and student strategies for success across the transition to high school, with regard to cultural competency.

Abstractor: As Provided