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Journal articles on the topic 'Middle Grades'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Maupin, Sue. "Middle-Grades Geometry Activities." Mathematics Teaching in the Middle School 1, no. 10 (1996): 790–96. http://dx.doi.org/10.5951/mtms.1.10.0790.

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Several years ago, when illinois issued its manuals describing the state's learning objectives in mathematics, one school district spent several months examining the mathematics curriculum from kindergarten through the twelfth grade. District goals were written by a committee, condensed to state goals, and submitted to the state as a learning-assessment plan. In the process, deficiencies in the district's curriculum were uncovered. A main deficiency concerned the amount and type of geometry taught in the middle grades.

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2

Gilstrap, Robert L., and Doris Evens. "Folktales in the Middle Grades." Childhood Education 73, no. 1 (1996): 23–26. http://dx.doi.org/10.1080/00094056.1996.10521894.

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3

Lesko, Nancy. "This Issue: Rethinking middle grades." Theory Into Practice 33, no. 3 (1994): 142. http://dx.doi.org/10.1080/00405849409543631.

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4

Conderman, Greg. "Mnemonics for the Middle Grades." Clearing House: A Journal of Educational Strategies, Issues and Ideas 92, no. 3 (2019): 71–77. http://dx.doi.org/10.1080/00098655.2019.1579695.

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5

Arrington, Kelly. "Middle Grades Career Planning Programs." Journal of Career Development 27, no. 2 (2000): 103–9. http://dx.doi.org/10.1177/089484530002700204.

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6

Epstein, Joyce, and Karen Salinas. "New Directions in the Middle Grades." Childhood Education 67, no. 5 (1991): 285–91. http://dx.doi.org/10.1080/00094056.1991.10520813.

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7

Teague, Ginger M., Vincent A. Anfara, Nicole L. Wilson, Cherie B. Gaines, and Jennifer L. Beavers. "Instructional Practices in the Middle Grades." NASSP Bulletin 96, no. 3 (2012): 203–27. http://dx.doi.org/10.1177/0192636512458451.

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8

Ziomek-Daigle, Jolie, and P. Gayle Andrews. "Dropout Prevention in the Middle Grades." Middle School Journal 40, no. 5 (2009): 54–60. http://dx.doi.org/10.1080/00940771.2009.11461694.

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9

Kleine, Karynne L. M., and Laura Sims McBryar. "Preservice Teachers Experience Middle Grades Curriculum." Middle School Journal 40, no. 3 (2009): 28–36. http://dx.doi.org/10.1080/00940771.2009.11495584.

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10

Morgan, Denise N., Jeffrey L. Williams, Barbara Clark, et al. "Guiding Readers in the Middle Grades." Middle School Journal 44, no. 3 (2013): 16–24. http://dx.doi.org/10.1080/00940771.2013.11461851.

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11

Edwards, Susan. "Active Learning in the Middle Grades." Middle School Journal 46, no. 5 (2015): 26–32. http://dx.doi.org/10.1080/00940771.2015.11461922.

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12

Capraro, Mary Margaret, Gerald Kulm, and Robert M. Capraro. "Middle Grades: Misconceptions in Statistical Thinking." School Science and Mathematics 105, no. 4 (2005): 165–74. http://dx.doi.org/10.1111/j.1949-8594.2005.tb18156.x.

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13

Collins, Angelo, and Thomas M. Dana. "Using Portfolios with Middle Grades Students." Middle School Journal 25, no. 2 (1993): 14–19. http://dx.doi.org/10.1080/00940771.1993.11495199.

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14

Rothenberg, Dianne. "Teacher Preparation for the Middle Grades." Middle School Journal 26, no. 5 (1995): 70–73. http://dx.doi.org/10.1080/00940771.1995.11495314.

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15

Rothenberg, Dianne. "Service Learning in the Middle Grades." Middle School Journal 26, no. 4 (1995): 71–74. http://dx.doi.org/10.1080/00940771.1995.11496134.

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16

Erickson, Lawrence. "Informational Literacy in the Middle Grades." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 3 (1998): 165–68. http://dx.doi.org/10.1080/00098659809599352.

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17

Koballa, Thomas R., and Eric J. Pyle. "Teaching meteorology in the middle grades." Journal of Science Teacher Education 6, no. 1 (1995): 33–40. http://dx.doi.org/10.1007/bf02614545.

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18

Puglisi, Dick J., and Sandra L. Schurr. "A New Partner in the Middle Grades Network… The National Resource Center for Middle Grades Education." Middle School Journal 17, no. 1 (1985): 30. http://dx.doi.org/10.1080/00940771.1985.11495729.

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19

Hudson, Tate B. "Junior High/Middle School Workshop: Odyssey in the Middle Grades." English Journal 76, no. 5 (1987): 91. http://dx.doi.org/10.2307/818796.

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20

Zaslavsky, Claudia. "Multicultural Mathematics Education For The Middle Grades." Arithmetic Teacher 38, no. 6 (1991): 8–13. http://dx.doi.org/10.5951/at.38.6.0008.

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21

Beaumier, Tony. "A Shakespeare Festival for the Middle Grades." English Journal 82, no. 4 (1993): 49. http://dx.doi.org/10.2307/820849.

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22

Anfara, Vincent A., and Jessie Beaumont Schmid. "Defining the Effectiveness of Middle Grades Teachers." Middle School Journal 38, no. 5 (2007): 54–62. http://dx.doi.org/10.1080/00940771.2007.11461604.

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23

Wolsey, Thomas DeVere, and Cynthia L. Uline. "Student Perceptions of Middle Grades Learning Environments." Middle School Journal 42, no. 2 (2010): 40–47. http://dx.doi.org/10.1080/00940771.2010.11461755.

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24

Andrews, Colin, and Penny Bishop. "Middle Grades Transition Programs around the Globe." Middle School Journal 44, no. 1 (2012): 8–14. http://dx.doi.org/10.1080/00940771.2012.11461834.

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25

Crawford-Ferre, Heather Glynn, Lynda R. Wiest, and Stephanie Vega. "Teaching Middle-Grades Mathematics Through Financial Literacy." Kappa Delta Pi Record 52, no. 2 (2016): 79–82. http://dx.doi.org/10.1080/00228958.2016.1156526.

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26

Zambo, Ron. "Word Problem Solving in Middle Grades Mathematics." Research in Middle Level Education 16, no. 1 (1992): 143–57. http://dx.doi.org/10.1080/10825541.1992.11670006.

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27

Reys, Barbara J. "Promoting Number Sense in the Middle Grades." Mathematics Teaching in the Middle School 1, no. 2 (1994): 114–20. http://dx.doi.org/10.5951/mtms.1.2.0114.

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Phrases such as “number sense,” “Operation sense,” and “intuitive understanding of number” are used throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) to describe an intangible quality possessed by successful mathematics learners. Number sense refers to an intuitive feeling for numbers and their various uses and interpretations, an appreciation for various levels of accuracy when computing, the ability to detect arithmetical errors, and a common-sense approach to using numbers (Howden 1989; McIntosh, Reys, and Reys 1991). Number sense is not a finite entity t

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28

Anderman, Eric M., and Martin L. Maehr. "Motivation and Schooling in the Middle Grades." Review of Educational Research 64, no. 2 (1994): 287–309. http://dx.doi.org/10.3102/00346543064002287.

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29

Downes, John M., Penny A. Bishop, Meredith Swallow, Mark Olofson, and Susan Hennessey. "Collaborative action research for middle grades improvement." Educational Action Research 24, no. 2 (2015): 194–215. http://dx.doi.org/10.1080/09650792.2015.1058169.

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30

DiGaudio, Christina, and Dana L. Bickmore. "Middle Grades Principal Credentialing: A Vanishing Requirement." RMLE Online 42, no. 6 (2019): 1–13. http://dx.doi.org/10.1080/19404476.2019.1616981.

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31

Wigfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 14, no. 2 (1994): 102–6. http://dx.doi.org/10.1177/027243169401400202.

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32

Wlgfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 15, no. 1 (1995): 5–8. http://dx.doi.org/10.1177/0272431695015001002.

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33

Huss, John A. "Attitudes of Middle Grades Principals toward Online Teacher Preparation Programs in Middle Grades Education: Are Administrators Pushing “Delete”?" RMLE Online 30, no. 7 (2007): 1–13. http://dx.doi.org/10.1080/19404476.2007.11462040.

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34

Hudson, Tate, and M. Kay Alderman. "Junior High/Middle School Workshop: Increasing Success in the Middle Grades." English Journal 77, no. 1 (1988): 86. http://dx.doi.org/10.2307/818033.

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35

Slavin, Robert E., Cecelia Daniels, and Nancy A. Madden. "“Success for All” Middle Schools Add Content to Middle Grades Reform." Middle School Journal 36, no. 5 (2005): 4–08. http://dx.doi.org/10.1080/00940771.2005.11461498.

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36

Quinn, Robert J. "Using Attribute Blocks to Develop a Conceptual Understanding of Probability." Mathematics Teaching in the Middle School 6, no. 5 (2001): 290–94. http://dx.doi.org/10.5951/mtms.6.5.0290.

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Middle school students continue to rely on concrete experiences to construct knowledge but are starting to develop the ability to think abstractly (NCTM 1989, p. 68). Thus, the middle school curriculum should provide a “bridge between the concrete elementary school curriculum and the more formal curriculum of the high school” (NCTM 1989, p. 102). This article describes a series of activities using attribute blocks designed to help middle school students construct knowledge about, and develop conceptual understanding of, probability. Depending on the ability levels of the students, these activi

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37

Kim, Ha Yeon, Kate Schwartz, Elise Cappella, and Edward Seidman. "Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate." American Journal of Community Psychology 54, no. 1-2 (2014): 28–45. http://dx.doi.org/10.1007/s10464-014-9659-x.

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38

Koirala, Hari P., and Phillip M. Goodwin. "Teaching Algebra in the Middle Grades Using Mathmagic." Mathematics Teaching in the Middle School 5, no. 9 (2000): 562–66. http://dx.doi.org/10.5951/mtms.5.9.0562.

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A LARGE NUMBER OF MATHEMATICS EDUCATORS and teachers argue for including algebra in the middle school mathematics curriculum (Fouche 1997; Silver 1997). Recommended algebraic concepts to be taught in the middle grades include variable, expression, and equation (NCTM 1989), and middle-grade students should be able to “apply algebraic methods to solve a variety of real-world and mathematical problems” (NCTM 1989, 102). In spite of this emphasis on teaching algebra, a large number of middle school students, especially at the fifth- and sixthgrade levels, are never taught algebraic concepts.

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39

Bright, George W., Jeane M. Joyner, and Charles Wallis. "Assessing Proportional Thinking." Mathematics Teaching in the Middle School 9, no. 3 (2003): 166–72. http://dx.doi.org/10.5951/mtms.9.3.0166.

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Proportional thinking is an important part of mathematics in the middle grades and “connects many of the mathematics topics studied in grades 6–8” (NCTM 2000, p. 217). Partly in response to this need, NCTM's 2002 Yearbook titled Making Sense of Fractions, Ratios, and Proportions (Bright and Litwiller 2002; Litwiller and Bright 2002) addressed proportional reasoning across the grades but with special emphasis on the teaching and learning of this important area in the middle grades.

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40

Lappan, Glenda, and Ruhama Even. "Research into Practice: Similarity in the Middle Grades." Arithmetic Teacher 35, no. 9 (1988): 32–35. http://dx.doi.org/10.5951/at.35.9.0032.

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Simila rity is an important topic in geometry, basic to understanding the geometry of indirect measurement, proportional reasoning, scale drawing and modeling, and the nature of growing. When United States’ teachers were asked to rate the importance of this topic for the Second International Study of Mathematics, they rated similarity of plane figures as being important for all students in grade 8.

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41

Lanius, Cynthia S., and Susan E. Williams. "Proportionality: A Unifying Theme for the Middle Grades." Mathematics Teaching in the Middle School 8, no. 8 (2003): 392–96. http://dx.doi.org/10.5951/mtms.8.8.0392.

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The mathematics studied in high school and beyond is organized around large themes, such as algebra, geometry, trigonometry, calculus, statistics, and so on. Even though the boundaries between these topics blur at times, the themes give connections and structure to the mathematics studied. For example, a huge body of knowledge is recognized as algebra. Students know that they are doing algebra when they formulate and solve equations, even when they perform these tasks in geometry or calculus class. In contrast, the study of mathematics in the middle grades, with the exception of prealgebra, la

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42

Parault, Susan J., and Meghan Parkinson. "Sound symbolic word learning in the middle grades." Contemporary Educational Psychology 33, no. 4 (2008): 647–71. http://dx.doi.org/10.1016/j.cedpsych.2007.07.003.

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43

George, Paul S. "K-8 or Not? Reconfiguring the Middle Grades." Middle School Journal 37, no. 1 (2005): 6–13. http://dx.doi.org/10.1080/00940771.2005.11461510.

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44

Andrews, P. Gayle. "Centering on Students in the Middle Grades Curriculum." Middle School Journal 40, no. 2 (2008): 44–51. http://dx.doi.org/10.1080/00940771.2008.11461672.

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45

Erb, Tom. "Reviving Middle Grades Education by Returning to Fundamentals." Middle School Journal 40, no. 5 (2009): 2–5. http://dx.doi.org/10.1080/00940771.2009.11461683.

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46

Friend, Jennifer I., and Sue C. Thompson. "The Politics and Sustainability of Middle Grades Reforms." Middle School Journal 41, no. 5 (2010): 4–11. http://dx.doi.org/10.1080/00940771.2010.11461734.

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47

Virtue, David C. "Exploration and Discovery in the Middle Grades Curriculum." Middle School Journal 42, no. 1 (2010): 5. http://dx.doi.org/10.1080/00940771.2010.11461743.

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48

Theriot, Matthew T., and Vincent A. Anfara. "School Resource Officers in Middle Grades School Communities." Middle School Journal 42, no. 4 (2011): 56–64. http://dx.doi.org/10.1080/00940771.2011.11461775.

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49

Stohlmann, Micah, Tamara J. Moore, J. McClelland, and Gillian H. Roehrig. "Impressions of a Middle Grades STEM Integration Program." Middle School Journal 43, no. 1 (2011): 32–40. http://dx.doi.org/10.1080/00940771.2011.11461791.

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50

Andrews, P. Gayle. "Middle Grades Education Policy: From Stagecraft to Strategy." Middle School Journal 43, no. 2 (2011): 54–63. http://dx.doi.org/10.1080/00940771.2011.11461804.

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