Relevant bibliographies by topics / Middle school English curriculum

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Middle school English curriculum'

Author: Grafiati
Published: 19 February 2023
Last updated: 20 February 2023

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Journal articles on the topic "Middle school English curriculum"

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KAYA, Suat, and Ahmet OK. "English teachers’ perceptions of the middle school English language curriculum." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 10, no. 1 (June 8, 2020): 119–48. http://dx.doi.org/10.31704/ijocis.2020.005.

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In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students’ autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.
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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Freeman, Barbara, and Lindy Crawford. "Creating a Middle School Mathematics Curriculum for English-Language Learners." Remedial and Special Education 29, no. 1 (January 2008): 9–19. http://dx.doi.org/10.1177/0741932507309717.

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Maryono, Geby Devtiana, and Emi Emilia. "An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 69–80. http://dx.doi.org/10.14710/parole.v12i1.69-80.

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The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.
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Gelen, İsmail, and Esra Aliş. "Opinions of Stakeholders about Evaluation of Middle-School Turkish and English Curriculum Dimensions." Journal of Curriculum and Teaching 8, no. 4 (October 29, 2019): 13. http://dx.doi.org/10.5430/jct.v8n4p13.

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The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.
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Liu, Yongmei. "Case of Reading Teaching on Task-Based Teaching Model in Middle Schools." Pacific International Journal 5, no. 2 (June 30, 2022): 82–87. http://dx.doi.org/10.55014/pij.v5i2.184.

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In April 2022, the Ministry of Education of the People's Republic of China officially announced the English Curriculum Standards for Compulsory Education (2022 Edition). Since the release of the English Curriculum Standards for Compulsory Education (2011 Edition), the reform of the English curriculum for compulsory education has made remarkable achievements; at the same time, however, there are also some problems that need to be solved urgently. The new curriculum standards should change the teaching of vocabulary and grammar knowledge as the main content, select learning contents around the comprehensive performance of core literacy, design teaching units as a whole, and plan the blueprint of unit education. According to the students' comprehensive performance and the objectives of the school section, the content should be closely related to the real life, especially the social life and learning life that students are familiar with and meet the characteristics of their physical and mental development. The content selected should reflect the characteristics of the times and social progress, focus on the themes of people and nature. Elements on theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies should be considered when selecting the the teaching content. Ultimately, students are expected to use the knowledge and skills to solve tasks and problems in practice. In terms of middle school English teaching, the author holds that Task-Based Teaching Mode will help teachers to achieve the above goals. Task-Based teaching emphasizes learning by doing, which allows students to interact with teachers, and it also creates a favorable environment for students to learn and internalize. The middle school English teaching goal is to help the students to obtain the basic English knowledge and the ability of using English to communicate through listening,speaking,reading and writing training. As a helpful teaching approach, the Task-Based Teaching Model can be widely used. Based on the English classroom of middle school, this thesis discusses the relationship between Task-Based Teaching Model and the modern English class through analyzing the reading in middle school English class. The paper draws a conclusion that Task-Based Teaching Model is effective in middle school English classroom and it can improve students comprehensive ability to a all-round development level.
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Zhao, Wanli, and Hongrui Zhang. "Investigation into and Analysis on Middle School English Teachers’ Competencies." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 613. http://dx.doi.org/10.17507/jltr.0703.25.

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For teachers’ competence, there is no uniform standard in domestic and foreign academic circles. Foreign scholars think that the personality of the teacher can do the performance of competence while domestic scholars believe that the professional values of the teachers, that is, personal qualities, professional ethics can be competent. The domestic and foreign scholars all agree that: the definition of teachers' competence should include the professional knowledge and professional skills related to the implementation of the successful teaching. Through questionnaire survey and interview, this paper makes a research on English teachers’ conception and language skills---the core competency of middle school English teachers in Shaanxi Province. It is found that there are some disparities of English teachers’ conception and language skills from the requirements of the new curriculum standards. Based on the reason analysis of disparities, the following suggestions are put forward: study the new curriculum standards seriously, strengthen the studies on education and teaching theories, strengthen the guidance on teaching practice and encourage the teachers to reflect on their teaching methods.
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Gear, Rebekah Charlotte, and Krishan Kumar Sood. "School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?" Education Sciences 11, no. 11 (November 20, 2021): 753. http://dx.doi.org/10.3390/educsci11110753.

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The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this ‘space’ for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the ‘middle layer’. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school’s maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the “balcony” rather than only the dance floor.
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JieYoungKim and 류자영. "Developing Writing Activities for Middle School English Textbooks: Based on the Revised English Curriculum." Journal of Foreign Studies ll, no. 20 (June 2012): 53–74. http://dx.doi.org/10.15755/jfs.2012..20.53.

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Terrazas-Arellanes, Fatima E., Carolyn Knox, Lisa A. Strycker, and Emily D. Walden. "Online Learning Tools for Middle School Science." International Journal of Information and Communication Technology Education 13, no. 1 (January 2017): 27–40. http://dx.doi.org/10.4018/ijicte.2017010103.

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This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.
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Dissertations / Theses on the topic "Middle school English curriculum"

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Simpson, Allison. "A Curriculum Design for Emergent English Language Learners in Middle School Science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888.

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Cotto, Luz. "Getting "Unstuck"| Supporting Long-Term English Learners' Access to Challenging Curriculum." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824230.

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The achievement gap and educational equity have been major concerns in the United States for many years. While many groups are impacted by educational inequities, one population of growing concern is Long-Term English Learners (LTEL). LTELs continue to be “stuck” at the intermediate level of English proficiency limiting their access to rigorous curriculum. One program developed to specifically address the linguistic and academic needs of middle school LTEL students is AVID Excel.

This qualitative case study explored the ways in which the implementation of AVID Excel at the middle school level, in a single district, sought to provide linguistic, academic and cultural supports for LTEL students. The study approaches this issue from an implementation perspective, based on the practices and perspectives of the adults who are enacting the program. Utilizing multiple data sources, the results included four key findings: intrinsic motivation, parental support and Basic Interpersonal Communication Skills are strengths the adult participants perceived LTEL students have that help them succeed in school; academic language, navigating American schooling expectations and redesignation are perceived challenges keeping LTEL students from achieving academic success; a combination of specific AVID Excel strategies and external ELD strategies were used to address language acquisition; despite citing parental support as a strength, participants identified family-connections and American school cultural development as LTEL students’ needs.

There are implications as to the importance of providing continued explicit focus on English Language Development skills as well as academic language. In addition, ? Implications for further research, policy and practice should focus on the role of culture and promoting teacher’s cultural competencies in supporting LTEL students’ academic success. As well as supporting teachers in implementing the cultural funds of knowledge students (and parents) bring from their homes in order to bridge students’ culture with the American schooling context and focused language development found in programs like AVID Excel.

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Shaw, Stephen William. "The Changing Role of Teachers and Students in an ICT English Unit: Is ICT the ‘Harry Potter’s Wand’ for Engaging Student Learning and Developing Pedagogy in English?" Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366028.

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Responding to the escalation of technological educational tools and the expectation of technology delivering educational miracles, this research addresses the need to understand more about the ways in which technology impacts classroom practice, roles and relationships. It analyses the perceived roles of students and teachers in responding to an ICT integrated poetry unit, responds to the Australian Curriculum imperative for subject English to increase the integration of ICTs, and examines the perceived pedagogical and learning effect on teachers and students regarding integrating ICTs into subject English. The research investigates the perceived professional skills, attitudes and abilities of teachers as they balanced the dual concepts of the facilitation and control of student learning as well as the pedagogical encounters students experience in the world of technology and learning. The research question was: ‘How might the roles and relationships of teachers and students change when using ICTs in a middle school English curriculum, specifically, a Year 9 poetry unit?’ The research setting for the project was a regional, private boys’ secondary school as they engaged with an integrated computer technology poetry unit online delivered. The school was transitioning to a one-to-one laptop program and agreed to the program as a pilot project to inform the transition in regard to student and teacher perceptions to technology integration. The school had not previously engaged in an online delivered unit of work or implemented integrated technology across a year level cohort of English students.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Seimears, C. Matt. "An exploratory case study : the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/301.

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Lee, Pei-Yi. "Middle school ELL and LD teachers' perceptions of the importance of reading methods." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/429.

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Al, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.

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English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.

This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.

A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.

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Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

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The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of 1999 at the North Carolina State University. Both pretest and posttest were conducted using Defining Issues Test by James Rest for the evaluation of moral growth of the students and Computing Concerns Questionnaire by Jean Martin for the concerns of the students in computing. The qualitative conclusion reached by the researcher suggested students have improved in both quantity and quality of their work more than previous semesters. The quantitative data showed a trend of decrease in students' concerns with regard to computing through Technology-Assisted-Reflection. Despite the statistically insignificant result, study indicated moral development of our pre-service teachers at the Stage 4 of moral development, which is within the norm of the national standard for undergraduate students.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Wu, Binbin. "The effects of peer tutoring on first-grade middle school students' English reading achievement and self-esteem in China." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/9.

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Traditional foreign language teaching pedagogy, such as the grammar-translation and audio-lingual methods, dominate most English language classrooms in China. Those methods provide a good deal of target language input but do not foster a student-centered learning environment. This study examined the effects of a peer tutoring intervention grounded in constructivist learning theory on the English reading achievement and self-esteem of first-grade Chinese middle school students who are accustomed to traditional pedagogy grounded in teacher-centered instruction and behaviorist learning theory. The modified Coopersmith Self-Esteem Inventory - School Form (CSEI-SF) was used to measure students’ self-esteem. The Cambridge Young Learners English Tests for Flyers (YLE Flyers) was used to assess students' English reading achievement. Eighty-five students who participated in this study were first-grade students in a township middle school (equal to 7th grade students in the United States), with 42 students in the control and 43 students in the experimental condition. No statistical significance was found regarding the impact of this peer tutoring intervention on students’ English reading and self-esteem. Also there was no statistical significance with relation to the moderating effects of students’ initial English reading and self-esteem on this impact. This study revealed that constructivist learning strategies were not as effective in China as they were reported to be in other international settings.
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Lindgjerdet, Markus. "Lyssnande för att lära eller lärande för attlyssna : – Strategier för lyssnande i engelska." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60981.

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Listening is the most common skill we use in communication with others, even though it might be the most difficult skill to learn. Recent research shows that pupils receive most information in school by listening, and other research shows that it is relatively common that pupils, instead of using strategies while listening, just listen for specific words. This essay aims to examine pupils´ listening-strategies in English as a second language. By interviews with both pupils and teachers in two different schools, and observations I have investigated listening-strategies. The results of this study show that children at the age of eleven and twelve do apply listening strategies. Some pupils are aware of their comprehension skills in listening, while others do not exactly know what they are doing, but they actually have a strategy for listening. Even though there is little research about this topic, there is developmental work in Sweden which we need to be aware of. Teachers play a role in teaching and developing listening strategies, and this study investigates particularly the importance of metacognitive strategies. In a future perspective listening strategies are very important for language learners.
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Books on the topic "Middle school English curriculum"

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Lee, Pasquarelli Susan, ed. Teaching writing genres across the curriculum: Strategies for middle school teachers. Greenwich, CT: IAP - Information Age Pub., 2006.

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Teachers College Reading and Writing Project (Columbia University), ed. If--then--curriculum: Assessment-based instruction, kindergarten. Portsmouth, NH: Firsthand, an imprint of Heinemann, 2013.

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Writing across the curriculum in middle and high schools. Boston: Allyn and Bacon, 1996.

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Teachers College Reading and Writing Project (Columbia University), ed. If ... then ... curriculum: Assessment-based instruction, grade 1. Portsmouth, NH: Firsthand, an imprint of Heinemann, 2013.

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Julia, Mooney, Cunningham Peter, and Teachers College Reading and Writing Project (Columbia University), eds. If...then...curriculum: Assessment-based instruction, grade 3. Portsmouth, NH: Heinemann, 2013.

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Teachers College Reading and Writing Project (Columbia University), ed. If--then--curriculum: Assessment-based instruction, grade 4. Portsmouth, NH: Firsthand, an inprint of Heinemann, 2013.

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Teachers College Reading and Writing Project (Columbia University), ed. If--then--curriculum: Assessment-based instruction, grade 2. Portsmouth, New Hampshire: Heinemann, 2013.

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Calkins, Lucy. If--then--curriculum: Assessment-based instruction, grade 5. Portsmouth, NH: Firsthand, an imprint of Heinemann, 2013.

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Carleton Roman Catholic School Board. The transition years, grades 7,8,9 : core curriculum English, mathematics, science, career education. Implementation manual. [Nepean , ON]: The Board, 1993.

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Teachers College Reading and Writing Project (Columbia University), ed. If-- then-- curriculum: Assessment-based instruction, grades 6-8. Portsmouth, NH: Heinemann, 2014.

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Book chapters on the topic "Middle school English curriculum"

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Wang, Qiang, and Shaoqian Luo. "Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China." In Second Handbook of English Language Teaching, 109–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_6.

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Wang, Qiang, and Shaoqian Luo. "Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China." In Second Handbook of English Language Teaching, 1–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_6-1.

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Wang, Qiang, and Shaoqian Luo. "Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China." In Second Handbook of English Language Teaching, 1–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-58542-0_6-2.

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Agarwal, Manju. "Curriculum and Pedagogy." In Economics for Middle School, 111–214. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003158332-3.

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Dore, Elizabeth D., and Deborah H. McMurtrie. "Developing a Diverse Curriculum." In Our Diverse Middle School Students, 96–103. New York, NY : Routledge, 2021.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003052371-13.

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Baldwin, Lisa. "Leading the English curriculum." In Leading English in the Primary School, 39–52. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-4.

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Kim, Young Chun. "Middle School Years." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 91–124. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_5.

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Agarwal, Manju. "The Curriculum in Economics for the Middle School." In Economics for Middle School, 35–110. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003158332-2.

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Kneen, Judith. "English across the curriculum." In A Practical Guide to Teaching English in the Secondary School, 168–77. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-19.

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Zhang, Dongbo. "Chinese Primary School English Curriculum Reform." In Perspectives on Teaching and Learning English Literacy in China, 67–83. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_5.

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Conference papers on the topic "Middle school English curriculum"

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Zheng, Wei, and Jingjing Lu. "An Investigation on the Connection of English Phonetic Teaching in Primary and Middle Schools in the Context of Curriculum Reform." In 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.044.

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Nofziger, Michael J. "Optics curriculum for middle school students." In SPIE's 1995 International Symposium on Optical Science, Engineering, and Instrumentation. SPIE, 1995. http://dx.doi.org/10.1117/12.224064.

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Orlosky, Christie. "THE HARNESSED ATOM - MIDDLE SCHOOL STEM CURRICULUM." In Joint 52nd Northeastern Annual Section and 51st North-Central Annual GSA Section Meeting - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017ne-290781.

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Ouyang, Youwen, Ursula Wolz, and Susan H. Rodger. "Effective delivery of computing curriculum in middle school." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734375.

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Zhao, Yang. "The Multimedia Application in Middle School English Teaching." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.419.

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Zhang, Li, and Caiyun Zhang. "On Cultural Awareness in Middle School English Teaching." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.40.

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Yuan, Xinhua. "English Learning Activity and Middle School Writing Teaching." In 2nd International Conference on Language, Communication and Culture Studies (ICLCCS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211025.015.

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Lee, Hyang-Mi, and Mun-Koo Kang. "An Analysis of English Modal Auxiliary Verbs in Middle School English Textbooks." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.36.

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Liu, Wenyi. "Constructivist-based English language teaching in middle vocational school." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.55.

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Reports on the topic "Middle school English curriculum"

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), March 1994. http://dx.doi.org/10.2172/10157495.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Grossman, Pam, Susanna Loeb, Julia Cohen, Karen Hammerness, James Wyckoff, Donald Boyd, and Hamilton Lankford. Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16015.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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