Your search found 67853 results.

Descriptors:
Middle Schools; Charter Schools; Middle School Students; Economically Disadvantaged; Low Income Groups; Outcomes of Education; Academic Achievement; Social Studies; Mathematics Achievement; Reading Achievement; Science Achievement; School Effectiveness; Student Characteristics; Institutional Characteristics; Scores; Thinking Skills; Student Behavior; Student Attitudes; Learner Engagement; Academic Aspiration; Well Being; Satisfaction; School Attitudes; Norm Referenced Tests; High Stakes Tests; Student Surveys; Parent Surveys

Abstract:
The Knowledge Is Power Program (KIPP) is a rapidly expanding network of public charter schools whose mission is to improve the education of low-income children. As of the 2012-2013 school year, 125 KIPP schools are in operation in 20 different states and the District of Columbia (DC). Ultimately, KIPP's goal is to prepare students to enroll and succeed in college. Prior research has suggested that KIPP schools have positive impacts on student achievement, but most of the studies have included only a few KIPP schools or have had methodological limitations. This is the second report of a national evaluation of KIPP middle schools being conducted by Mathematica Policy Research. The evaluation uses experimental and quasi-experimental methods to produce rigorous and comprehensive evidence on the effects of KIPP middle schools across the country. The study's first report, released in 2010, described strong positive achievement impacts in math and reading for the 22 KIPP middle schools for which data were available at the time. For this phase of the study, the authors nearly doubled the size of the sample, to 43 KIPP middle schools, including all KIPP middle schools that were open at the start of the study in 2010 for which they were able to acquire relevant data from local districts or states. The average impact of KIPP on student achievement is positive, statistically significant, and educationally substantial. KIPP impact estimates are consistently positive across the four academic subjects examined, in each of the first four years after enrollment in a KIPP school, and for all measurable student subgroups. A large majority of the individual KIPP schools in the study show positive impacts on student achievement as measured by scores on state-mandated assessments. KIPP produces similar positive impacts on the norm-referenced test, which includes items assessing higher-order thinking. Estimated impacts on measures of student attitudes and behavior are less frequently positive, but the authors found evidence that KIPP leads students to spend significantly more time on homework, and that KIPP increases levels of student and parent satisfaction with school. On the negative side, the findings suggest that enrollment in a KIPP school leads to an increase in the likelihood that students report engaging in undesirable behavior such as lying to or arguing with parents. These findings are described in this report. The following appendixes are included: (1) Sample selection and baseline characteristics; (2) Constructing survey outcomes; (3) Schools attended by lottery winners and lottery non-winners; (4) Analytic methods for the matched comparison group analysis; (5) Analytic methods for lottery-based analysis; and (6) Validation of matching methods using lottery-based impact estimates. (Contains 46 tables, 78 footnotes, and 16 figures.) [For "What Works Clearinghouse Quick Review: 'KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report,'" see ED540896.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1316K)

Descriptors:
Middle Schools; Program Evaluation; Program Effectiveness; School Effectiveness; Middle School Students; Reading Achievement; Mathematics Achievement; Science Achievement; Social Studies; Effect Size; Quasiexperimental Design; Statistical Significance; Attendance; School Culture

Abstract:
This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively). The portion of the study that used a quasi-experimental design meets What Works Clearinghouse (WWC) evidence standards with reservations. The study established that KIPP and non-KIPP students were similar on measured characteristics such as baseline test scores and demographics, and controlled for baseline characteristics of students in the analysis. [The following study is reviewed in this "Quick Review": Tuttle, C. C., Gill, B., Gleason, P., Knechtel, V., Nichols-Barrer, I., & Resch, A. (2013). "KIPP middle schools: Impacts on achievement and other outcomes, final report." Washington, DC: Mathematica Policy Research (ED540912).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (89K)

Descriptors:
Learner Engagement; Activity Units; Problem Based Learning; Teaching Methods; Learning Experience; Video Games; Grade 7; Middle Schools; Leisure Time; Middle School Students; Middle School Teachers; Student Participation; Cooperation; Personal Autonomy; Programming; Interaction

Abstract:
One of the key features that draws many people to play video games is the fact that they are interactive. Video games allow the user to be actively engaged and in control of the action (Prensky, 2006). Seventh grade students at Canonsburg Middle School are actively engaging in the creation of video games. The students are engaged at a much deeper level by creating their own games and programming them to function however they desire. One of the key implications of implementing an instructional unit based around video games is the student engagement that inherently comes with it. While not all students will be avid gamers in their free time, the opportunity to work with video games at school feels so much less like work that most students are compelled to eagerly participate. The problem-based learning experience that this type of activity creates helps to foster a feeling of independence while at the same time encouraging peer collaboration, both key areas of development beneficial for middle level learners. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Science Achievement; Profiles; Learning Motivation; Self Efficacy; Goal Orientation; Science Instruction; Epistemology; Student Attitudes; High School Students; Middle School Students; Correlation; Minority Groups; Gender Differences

Abstract:
The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self-efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Inquiry; Active Learning; Problem Based Learning; Scientific Attitudes; Science Achievement; Grade 7; Middle School Students; Science Instruction; Web Based Instruction; Climate; Foreign Countries

Abstract:
This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All groups received the same web-based curriculum on the scientific topic of the greenhouse effect. These IBL groups, though, were asked to actively participate in the processes of predicting, hypothesizing, and testing, while the PBL groups were instructed to follow a specific problem-solving process. The results revealed that all students performed equally in science performance despite of the treatment groups. In terms of attitude toward science, the findings indicated that students participated in IBL or PBL groups reported more positive attitudes toward learning science and resulted in higher inquiry abilities than those who were in the control group. This study concerns itself with the features of the experimental treatment that may have contributed to these results, the implications of which are also considered. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (182K) |  More Info:
Help Find in a Library

Descriptors:
Middle School Students; Constructivism (Learning); Control Groups; Research Design; Obesity; Middle Schools; Intervention; Health Education; Elementary Secondary Education; Self Efficacy; Nutrition Instruction; Urban Schools; Behavior Change; Food; Eating Habits

Abstract:
Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program on urban middle school students' nutrition knowledge, self-efficacy and behaviors. Methods: A quasi experimental design examined changes in middle schools students' (N = 1,476) nutrition knowledge, self-efficacy and behaviors, relative to a control group (N = 656), in response to a 6-lesson nutrition education intervention. Results: For dietary knowledge and self-efficacy, there were significant group and time main effects and group x time interactions. In addition, there were significant group and time main effects and a group x time interaction for the dietary behaviors related to consuming fruits, vegetables, meats and "other" food groups, but not dairy or grains. Discussion: The constructivist-oriented professional development, curriculum and instruction yielded significant changes in middle schools students' nutrition knowledge, self-efficacy and behaviors. Translation to Health Education Practice: Given the efficacy of the intervention curriculum and instruction, K-12 teachers are encouraged to implement similar high quality, theoretically grounded efforts. However, recommendations are made that additional focus be given to key items that proved resistant to change. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (150K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Constructivism (Learning); Instructional Design; Intervention; Environmental Education; Problem Based Learning; Science Education; Teaching Methods; Program Evaluation; Educational Philosophy; Program Development; Middle Schools; Science Instruction; Instructional Effectiveness; Educational Research

Abstract:
If our chosen aim in science education is to be inclusive and to improve students' learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
School Readiness; Graduation Rate; National Competency Tests; Middle Schools; Middle School Students; Academic Achievement; College Preparation; Mathematics Achievement; Reading Achievement; Transitional Programs; Academic Failure; Science Achievement; Achievement Gains; High School Students; Educational Improvement; Institutional Mission; School Districts; Learner Engagement; Acceleration (Education); Expectation; At Risk Students; Reading Skills; Writing Skills; Academic Advising; Professional Development; Instructional Leadership; Principals; Educational Quality

Abstract:
In 2009, the Southern Regional Education Board (SREB) Committee to Improve High School Graduation Rates and Achievement, led by then-Governor Sonny Perdue of Georgia, released a report of 10 key recommendations for ensuring more students graduate from high school, and they graduate ready for college and careers. Among these 10 recommendations was this directive for the middle grades: "Strengthen middle grades students' transition into high school and reduce ninth-grade failure rates." Results from the 2011 Assessment of Educational Progress (NAEP) reading test show that, nationally, 25 percent of eighth-grade students perform below the Basic level, indicating they are not ready to succeed in college-preparatory courses in high school. Even a high proportion of the 43 percent of students performing at the Basic level are likely underprepared for high school, as the Basic level denotes only partial mastery of prerequisite knowledge and skills that are fundamental for proficient work in the eighth grade. National NAEP mathematics results from 2011 show a similar trend--28 percent of eighth-grade students perform below the Basic level and 38 percent perform only at the Basic level. This lack of readiness for high school is evident in ninth-grade enrollment numbers. In 2008-2009, ninth-grade enrollment was 10 percent higher than eighth-grade enrollment in the previous school year, indicating that many students did not get promoted from the ninth grade to the 10th grade on time. Students who fail early in high school have an extremely low probability of graduating. Despite the important role of the middle grades in improving graduation rates and students' readiness for the future, many states have not placed a major focus on the middle grades. To help states, districts and schools determine what actions are needed to ensure more students leave the middle grades ready for challenging high school studies, SREB studied school practices and student achievement in schools from across its "Making Middle Grades Work" ("MMGW") network. This study compared 10 middle grades schools that made significant progress in improving reading, mathematics and science achievement ("most-improved schools") with 10 middle grades schools that failed to make progress over a two-year period ("least-improved schools") in order to discern what actions resulted in greater improvement. From this study, SREB has identified 10 best practices that have important implications for states and schools in their efforts to meet the goal of graduating more students and graduating them prepared for college and careers. (Contains 22 tables, 11 figures and 15 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website

Descriptors:
Constructivism (Learning); College Science; Thermodynamics; Problem Based Learning; Achievement Tests; Active Learning; Science Instruction; Teaching Methods; Energy; Scientific Principles; Misconceptions; Scientific Concepts; Student Teachers; Science Teachers; Science Process Skills; Pretests Posttests; Science Achievement; Interviews; Surveys; Foreign Countries

Abstract:
Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Student Attitudes; Problem Based Learning; Student Motivation; Scores; Grade 6; Teaching Methods; Science Instruction; Middle School Students; Science Achievement; Pretests Posttests; Correlation; Educational Technology; Computer Uses in Education

Abstract:
This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their motivation, and the relationship between students' motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students' motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website