Journal articles: '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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Jeong, Hanbi. "Evaluation of the Korean Middle School English Textbook: Listening Skill." K@ta Kita 7, no. 2 (October 29, 2019): 228–35. http://dx.doi.org/10.9744/katakita.7.2.228-235.

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This study is done to find out how listening skill is presented in Middle School English 1 textbook published in 2018. In order to answer the research question, the writer used the criteria proposed by Cunningsworth (1995). This is a qualitative research in which the writer evaluated and analyzed by herself. The findings of this study show that listening skill in Middle School English 1 met the criteria proposed by Cunningsworth (1995). Keywords: textbook, textbook evaluation, curriculum

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Hu, Junjie, and Jingxia Liu. "The Survey on Students’ Emotional State in Oral English Learning of Junior Middle School—Taking No.11 Junior Middle School of Yichang City as an Example." Research and Advances in Education 2, no. 2 (February 2023): 55–65. http://dx.doi.org/10.56397/rae.2023.02.07.

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Under the background of the new curriculum reform, the inspection of listening and speaking ability has become an important part of the high school entrance examination, with the score accounting for about one third. The training and cultivation of oral English ability is an increasingly important task in English learning and teaching in junior middle school. For most junior middle school students who lack oral English learning skills and experience, the part of listening and speaking is the weak link in their language learning. Therefore, junior middle school students are prone to have negative emotions towards oral English, which is not conducive to English language learning. On the basis of the affective filter hypothesis, this paper analyzes the emotional variables of students, investigates the emotional attitudes of 80 students, from two classes of Grade eight, towards oral English learning, in No.11 middle school in Wujia District, Yichang, Hubei Province, in the form of questionnaire, and explores the influencing factors of anxiety about oral English learning and coping strategies to increase students’ confidence and motivation, and relive anxiety, thus improving their oral English.

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Zhang, Lu. "Optimized Algorithm Analysis of Factors Affecting the Effectiveness of English Teaching under the New Curriculum Concept." Scientific Programming 2022 (January 24, 2022): 1–8. http://dx.doi.org/10.1155/2022/1361226.

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The purpose is to explore the influencing factors in English teaching under the new curriculum concept. Teachers and students in a representative middle school in a city are taken as the research object. First, classroom observations are employed to have a preliminary understanding of the teaching mode of English reading. Then, a questionnaire survey is conducted to analyze teachers’ and students’ opinions about English reading education. Besides, some interviews are given to the teachers and the students for deep study. Subsequently, the results of the survey are analyzed to summarize the factors that affect the effectiveness of English reading education under the new curriculum concept. The results show that the influencing factors of the teaching effect include teachers, students, and teaching materials. Finally, the corresponding strategies are put forward in response to the relevant problems, and they have a positive effect on promoting the English teaching research. The research content provides a reference for middle school English teaching, solves the problems in English teaching, and makes a contribution to improving teachers’ teaching ability in the senior high school.

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Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

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With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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Zhang, Zhiyan. "The Cultivation of Discourse Ability in Middle School English Reading Teaching." Theory and Practice in Language Studies 10, no. 12 (December 1, 2020): 1592. http://dx.doi.org/10.17507/tpls.1012.12.

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English has always been an essential part of junior high school curriculum. Improving students’ reading ability is not only the purpose of learning English for junior middle school students, but also an important means to acquire new knowledge. However, reading as one of the four basic skills required by the English course often keep students from getting high marks in the middle of the exam, although they took lots of time to read. This paper emphasizes the importance of English reading in junior middle school and analyzes the current situations and problems of students’ reading. It introduces the theories of reading and reading comprehension, discourse and discourse analysis, and the relationship between reading and discourse. The author puts forward some measures to improve the reading ability of students. There are many researches on discourse analysis about university, but the research is less involved in the secondary school, and the study of reading comprehension in junior middle school is even rarer. Therefore, the author thinks that it is very necessary to improve the discourse ability of junior high school students.

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Bin Ashfar Ahmad, Muhammad Azhar Khan, Azlina Abdul Aziz, and Melor Md Yunus. "Teachers’ Role in Teaching Speaking Against the Incongruencies between Curriculum and Curriculum Implementation." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (May 10, 2021): 165–76. http://dx.doi.org/10.47405/mjssh.v6i5.786.

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The English language has long been regarded as an important tool in creating a marketable human capital. To be involved with the current, highly competitive economy, a developing country needs to produce a generation of marketable human capital. This is of the utmost importance in achieving economic prosperity. Hence for developing countries like Malaysia, which regarded English as a second language, English is taught in school as a second language. However, the English Proficiency level of the new generation in Malaysia is dwindling and this affected the production of good human capital. Weaknesses that lead to the decline are both systemic and in its implementation as there exist lack of cohesiveness with the curriculum, the implementation and finally with the assessment. In the middle of this are teachers and their struggle in producing students who can use English communicatively. This paper aims to discuss the decline of speaking skills as a result of incongruencies of the curriculum and its implementation and teachers’ role in creating marketable human capitals amidst the existence of these incongruencies.

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Xu, Ling. "A Study on The Application of Task-based Language Teaching in Oral English Teaching in Junior Middle School." Lifelong Education 9, no. 7 (December 8, 2020): 78. http://dx.doi.org/10.18282/le.v9i7.1474.

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Task-based language teaching is not only the teaching method required by the new curriculum standard, but also the mainstream teaching mode. It is designed on the basis of improving students’ language application ability. Students are the center and teachers are in the leading position. The purpose is to complete the learning task. Usually, the task is completed in the form of group cooperation, so that students have a positive and active role in learning. The new curriculum standard puts forward clear requirements for junior middle school students’ oral English level. Therefore, the application of task-based language teaching in oral English class will certainly help to improve the quality and efficiency of lectures. This paper will analyze the current situation of oral English Teaching in junior high school and put forward effective strategies.[1]

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David BARNEY, David, and Joe Joe DEUTSCH. "Effects of Middle School Physical Education Curriculum on Student Attitudes." Asian Journal of Physical Education & Recreation 15, no. 1 (June 1, 2009): 12–20. http://dx.doi.org/10.24112/ajper.151744.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese. Middle school physical education can serve as an important tool in shaping students opinions and behaviors regarding lifelong physical activity. The curriculum in middle school physical education is one component that can positively or negatively affect a students’ attitude toward physical activity throughout their life. The purpose of this study was to investigate the middle school physical education curriculum and its effect on middle school students' attitudes and perceptions towards their physical education class. It was found that middle school students do like the curriculum they participate in, mainly consisting of team sports. 中學體育在塑造學生的觀點和行為，可能擔當一個關於終身體育活動的重要工具。中學體育課程能夠正面地或間接地影響學生對體育活動的態度，以及他們日常生活行為的一個組分。本項研究的目的將調查中學體育課程及它的作用，如何影響中學生的日常行為及對體育的態度。結果中學生整體上喜歡體育課程，尤其是隊際體育項目。

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Birney, Lauren B., Joyce Kong, Brian R. Evans, Macey Danker, and Kathleen Grieser. "Microteaching: An Introspective Case Study with Middle School Teachers in New York City Public Schools." Journal of Curriculum and Teaching 6, no. 2 (August 21, 2017): 1. http://dx.doi.org/10.5430/jct.v6n2p1.

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The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brieflesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows’micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERSinitiative, which focused on harbor restoration learning within a STEM context. By conducting field studies atrestoration stations that students set up near their schools, students across all schools learned about the biology,chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporatedlessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed forteachers to gain insight as to how the curriculum was being implemented into other teachers’ classrooms. It permittedfor teachers’ exposure to the various teaching methods and resources being used to assist underrepresented studentsand students where English is a second language.

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Kwon, Young-Sung. "A Comparative Study on the English Curriculum of middle school in Korea and Japan." Journal of Japanese Studies 63 (May 15, 2021): 231–53. http://dx.doi.org/10.18841/2021.63.11.

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Won, Eun-Sok, and Young-Ju Jeon. "Development of Survey to Inquire Continuity of English Curriculum betwenn Elementary and Middle School." Journal of the Korea Contents Association 16, no. 8 (August 28, 2016): 568–79. http://dx.doi.org/10.5392/jkca.2016.16.08.568.

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Xie, Rong. "Investigating the Content Validity of the Junior Middle School Entrance English Testing." Journal of Education and Development 2, no. 1 (February 9, 2018): 45. http://dx.doi.org/10.20849/jed.v2i1.334.

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The primary purpose of this study was to investigate the content validity of the Junior Middle School Entrance English Testing. To understand the extent to which the test is consistent with the National Curriculum Standards, the qualitative and quantitative methods were implemented in this study, through the comparative analysis of the whole article’s items, and combined with the characteristic of the communicative language task to seek out whether the test content is relevant to the test objective, and to what extent it is representative. The most important thing is to find out whether the test content is suitable for the test object and to what extent. The results showed that the Junior Middle School Entrance English Test to some extent matches the syllabus, meanwhile, there are still some issues to exist. Finally, some suggestions were put forward by the author.

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Hidayati, Dian, and Andi Arif Rifa’i. "Factors Influencing Parents’ Decisions on Choosing an Islamic Primary School in Bandung Indonesia." Randwick International of Social Science Journal 1, no. 1 (April 25, 2020): 121–26. http://dx.doi.org/10.47175/rissj.v1i1.15.

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The era of disruption has brought about the impact of fundamental changes in the digital-based information presentation globally. Easy access to information and communication through social networks makes children no longer care about the surrounding environment and tends to be "uncivilized". The condition makes parents try to instill a filter through the selection of schools with a religious character curriculum. That fact encourages the emergence of schools labeled with religion with "extra" religious curriculum offers. So, the considerations in choosing a school from a Muslim family, in particular, can indirectly be seen from the curriculum character offered by the school and the character of its graduates. The purpose of this study was to determine the factors that influence parents in choosing an Islamic school. The method used is quantitative with 100 parents who have school-age children from grade 1 to grade 3 who have a middle to the upper economic background in the Bandung. The results of the study found that the factors of parents choosing an Islamic primary school that has primary school graduates accustomed to speaking good words such as please, sorry, thank you and Toyyibah sentences, accustomed to pray 5 times a day, reading the Quran, memorizing the Quran and language skills (Indonesian and English)

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Kim, YouJin. "Implementing ability grouping in EFL contexts: Perceptions of teachers and students." Language Teaching Research 16, no. 3 (July 2012): 289–315. http://dx.doi.org/10.1177/1362168812436894.

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Ability grouping – defined as a practice that places students into classrooms or small groups based on an initial assessment of their readiness or ability – has received considerable attention in educational research for years in many countries (Ireson & Hallam, 1999, 2001; Slavin, 1987). In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English. The purpose of the current study was to determine how the ability grouping policy has been implemented in Korean middle school English classes and to examine the perceptions of teachers ( n = 55) and students ( n = 754) regarding this policy. The results showed that schools implemented the policy in a variety of ways (e.g. different number of grouping levels). Teachers and students indicated their concerns regarding students’ emotional problems and showed mixed attitudes towards ability grouping. They also argued that schools need large support to maximize the putative effectiveness of ability grouping in different areas such as curriculum design, materials development, and teacher training. The findings are discussed in terms of pedagogical recommendations for increasing the effectiveness of ability grouping in English classes and other options for future research to investigate this and relevant educational language policies.

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Juan, Wang, Ji Chunping, Zhou Haiyun, Zeng Yuxin, and Zhao Yinglian. "Exploration and Practice of the Integration of Curriculum Ideology and Politics with Middle School English Teaching." IRA International Journal of Education and Multidisciplinary Studies 17, no. 1 (March 26, 2021): 18. http://dx.doi.org/10.21013/jems.v17.n1.p3.

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There is no platform and mechanism for the integrated construction of curriculum content. This is reflected in the layout of the syllabus, curriculum standards, teaching objectives, and teaching content of universities, middle schools, and primary schools, and the overall arrangement has not yet been formed. Secondly, the content of ideological and political courses is duplicated. Third, there are gaps in the content of ideological and political courses. Finally, the content of ideological and political courses is inverted. Although the content of the ideological and political course as a whole embodies the line of understanding from low to high, from concrete to abstract, the phenomenon of abstract in primary schools and normative and concrete in universities still exists to varying degrees.

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Robinson, Gary, Bernard Leckning, Richard Midford, Helen Harper, Sven Silburn, Jess Gannaway, Kylie Dolan, Tim Delphine, and Craig Hayes. "Developing a school-based preventive life skills program for youth in a remote Indigenous community in North Australia." Health Education 116, no. 5 (August 1, 2016): 510–23. http://dx.doi.org/10.1108/he-09-2015-0026.

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Purpose – The purpose of this paper is to describe the process of development and the pilot implementation of a preventive life skills curriculum for Indigenous middle school students in a very remote community college in the West Arnhem region of North Australia. The curriculum integrates proven educational and psychological techniques with culturally informed notions of relatedness and was developed as a contribution to efforts to prevent alarming rates of suicide among remote Indigenous youth. In this paper, the term, Indigenous refers to Australians of Aboriginal or Torres Strait Islander descent. Design/methodology/approach – Based on reviews of research literature on school-based suicide prevention and social and emotional learning in both general and Indigenous populations, and following detailed community consultations, a 12 week curriculum was drafted and implemented in two middle school classes (combined years 7-9). Lessons were videotaped and later analyzed and detailed commentary was sought from participating school staff. Findings – The pilot program has yielded important insights into requirements of a curriculum for young people with low English literacy levels and with variable school attendance patterns. It confirmed the need to adjust both pedagogical approach and curriculum content for the program to have resonance with students from this linguistic and cultural background and with varying levels of exposure to multiple stressors in disadvantaged community settings. Practical implications – The project has identified and resolved key questions for sustainable implementation of a preventive curriculum in challenging community circumstances. Originality/value – There are to date no examples of the systematic adaptation and design of a universal preventive intervention specifically for remote Australian Indigenous youth. The project is the first step toward the formal evaluation of the efficacy of a classroom-based approach to suicide prevention in remote community schools.

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Amir, Firlie Lanovia, I. Gede Putu Widarmana, Wayan Rena Mariani, and Ni Made Rinayanthi. "THE RELATIONSHIP BETWEEN THE SCHOOL’S ORIGIN AND ENGLISH PROFICIENCY AT MIDDLE CLASS LEVEL OF FOOD AND BEVERAGE SERVICE OF STPBI." Journal of Business on Hospitality and Tourism 2, no. 1 (January 6, 2017): 209. http://dx.doi.org/10.22334/jbhost.v2i1.57.

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English in the era of globalization has a very important role, especially in the working industry. Almost all types of jobs require English proficiency, especially in tourism area. As the most demanding international language in hospitality industry, English is taught as the main menu in the tourism school in a various majors, including the food and beverage service, both in the context of active and passive English. Tourism Schools, especially food and beverage service major, has become a target from those who just graduate from SMA and SMK. In the curriculum of both SMA and SMK, they have been taught English language both in general and in terms of tourism. After that they will get the broader English base on their major in the tourism school. For this reason this study was conducted to determine the relationship between the schools’ origin and English proficiency at middle class level of Food and Beverage Service of STPBI. This study uses Leven’s test analysis which is then descriptively translated to clarify data acquisition. By using SPSS 16.0 it was obtained t calculation, 0.544, that the value is greater than the level of significance, 0.05, which means that the school’s origin does not significantly affect the students’ English proficiency at middle class level of Food and Beverage Service of STPBI. It is quite reasonable for both the SMA and SMK, English is taught by the same order of curriculum, either with KTSP and K13, which adopt teaching English communicatively. The difference is; English is taught in general manner in SMA, while in SMK, English is taught in specific way based on their major. However, the duration of their learning in the classroom is less that SMA, where SMK need to conduct their training section in the industry. On the same side, classroom English lessons in both SMA and SMK are not often taught by using full English, but rather using partly Indonesian or even worst, fully Indonesian. Meanwhile in the food and beverage major, they are taught English by the same means and methods, resulting in equality of the subject comprehension. The equality can also be seen from a thin difference on their mean value of their English proficiency in the class. It is concluded that the schools’ origin does not determine the level of English proficiency at middle class level of Food and Beverage Service of STPBI. Hopefully this research can be used as reference methods of teaching English in the classroom so that students can get equal opportunity regardless their schools’ origin.

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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (January 26, 2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.

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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions

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Kochiyama, Arisa. "TEACHING ENGLISH WITH PICTURE BOOKS: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS IN ENGLISH EDUCATION IN JAPAN." International Journal of Education 9, no. 1 (August 30, 2016): 37. http://dx.doi.org/10.17509/ije.v9i1.3716.

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<p>The council for revitalization of education has submitted a proposal to Prime Minister Shinzo Abe for educational reforms to make English language courses compulsory in the fifth and sixth grades. The majority of elementary school teachers are now worried and lacking in confidence to teach English, as they feel they are ill-equipped for their new role as language instructors. According to Keith Schoch’s article Picture Books across the Curriculum, picture books deserve a place in the upper elementary and middle school grades for a number of reasons: If chosen with consideration for the interests of the students and used in ways that are appropriate for learners, picture books can provide valuable opportunities of language-rich experiences and interactions. Thus, the present study firstly describes and analyses some of the challenges facing English education in Japan by relating to its wider social setting. Secondly, the study analyzes how teachers perceive they can promote language learning in their EFL classrooms through the medium of picture books. Thirdly, the study discusses the merits of using picture books in the upper elementary and middle school English education from the viewpoint of English language learning, and then investigates topics and themes of a picture book which illuminate some universal aspects of human condition. </p>

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Harper, David, Anita R. Bowles, Lauren Amer, Nick B. Pandža, and Jared A. Linck. "Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial." AERA Open 7 (January 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025528.

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English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district ( N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

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Ganinda, Nurhayati. "Adjustments Made to the Emergency CurriculuM." Journal of English Teaching, Literature, and Applied Linguistics 6, no. 1 (February 24, 2022): 13. http://dx.doi.org/10.30587/jetlal.v6i1.3731.

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Among the teachers’ duty is to fulfill the mandatory material in a curriculum. Yet the Pandemic made it nearly impossible for teachers to carry out their duty to fulfill it. The time, the learning platform, the number of material, and other countless factors hinder its’ fulfillment. Thus the government issued a decree of Emergency Curriculum to address this problem. This study aims to see the difference between the Revised K13 Curriculum which is used prior to the Global Pandemic Covid-19 and the Emergency Curriculum which is issued by the Ministry of Education during the Covid-19 Pandemic. This research used document analysis method, and the source of data is the attachment of Decree of The Minister of Education and Culture of The Republic of Indonesia No. 719/P/2O2O about Curriculum Implementation Guidelines in Education Units under Special Conditions. The attachment consist of core competencies and basic competencies for all level of education, and only attachment for middle and high school level of English subject will be analyzed. The results of the analysis show that there are reduction as much as 57% of the middle school level material, and as much as 40% reduction of the high school level material. Specifically the material for the 7th grade junior high school level is reduced as much as 35%, the 8th grade junior high school as much as 67%, and the 9th grade junior high school as much as 58%. Whereas for 10th grade senior high school level there is 33% reduction, for 11th grade there is 47% reduction, and for 12th there is 41% reduction. The highest reduction is given to grammar material which is reduced by 75% in all grade level, the second most reduced is short functional text by 67% reduction, and followed by long functional text with the least reduction of 11%.

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Lee, so-young, and Hyunoo Lee. ""An analysis of new vocabulary in Middle School English textbooks based on the 2015 revised English National Curriculum"." Secondary English Education 13, no. 3 (August 31, 2020): 76–96. http://dx.doi.org/10.20487/kasee.13.3.20208.76.

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Sanusi, Ary Putra. "THE INVESTIGATION OF PARENTS’ PERSPECTIVE TOWARDS THE IMPORTANCE OF ENGLISH LEARNING AT PRIVATE ISLAMIC SCHOOLS IN MAKASSAR." International Journal of Research on English Teaching and Applied Linguistics 3, no. 1 (September 29, 2022): 46–52. http://dx.doi.org/10.30863/ijretal.v3i1.3151.

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The current school curriculum is seen to have far too many disciplines to cover. In general, there are three types of courses taught in middle and high school: general subjects, science subjects, and social subjects. This subject group really grows in Islamic schools when religious subject groups are present. The concentration of learning that students must follow is a phenomenon as a result of so numerous disciplines. According to prior research, this attention is kept by parents of children who have particular expectations of them. This paper is the result of an investigation into Parents' Perspective towards the Importance of English Learning at Private Islamic Schools in Makassar. The research reveals that some parents who think that learning English is not too important, tends to be unimportant or even not important at all compared to religious learning where they give the doctrine directly to their children (students) or indirectly by not showing the appreciation for the results of learning English the children get

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Shi, Yujie, and Xuebo Cui. "A Comparative Analysis of the Cultural Content in Go For It and New Standard English." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1578. http://dx.doi.org/10.17507/tpls.0912.15.

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With the development of globalization, more and more attention has been paid to the cultivation of cross-cultural awareness in English learning. Based on the English Curriculum Standard for compulsory Education (2011), this paper analyzes the cultural content of middle school English materials in “Go For It” and “New Standard English”. Through the comparison of two sets of materials and the investigation of students, this paper sums up the advantages and improvements of two materials, which can provide a reference for the compilation of cultural content and help English teachers’ cultural teaching to enhance students’ cultural awareness.

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Abdulloh, Ahmad Bayu, and Imam Makruf. "Manajemen Implementasi Perpaduan Kurikulum Cambridge dan Kurikulum Nasional di SMP Islam Alabidin Surakarta." ISLAMIKA 5, no. 1 (January 1, 2023): 391–409. http://dx.doi.org/10.36088/islamika.v5i1.2838.

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Increasing public awareness of the importance of education has enriched efforts to find educational models that are more appropriate, effective and futuristic. This study aims to describe and analyze how management integrates the Cambridge curriculum and the national curriculum. What are the advantages and disadvantages of integrating the Cambridge curriculum and the national curriculum. This research uses a qualitative approach, conducted at the Alabidin Islamic Middle School in 2021. The research subject is the deputy principal of the curriculum section. While the research informants were school principals, International Class Program (ICP) teachers and some International Class Program (ICP) students. Data collection techniques through observation, interviews, and documentation. Data validation techniques use data triangulation and method triangulation. Data analysis techniques use interactive analytical models.. The results of this study indicate. Integration of curriculum implementation management with (a) Planning, preparation of Curriculum documents, RPP, Syllabus, framework, SOW (Scheme Of Work), Lesson Plan,. (b) organization includes the selection of human resources who are competent in their fields. (c) the implementation of the integrated curriculum is taken in parallel with the adaptive adoption method. aticve learning. (d) Controlling student learning with evaluation (Mid-Semester Assessment) and (Final Semester Assessment) and (CPT) check progression test and checkpoint for grade 9. The advantage is that students gain global knowledge, the complexity of critical and creative thinking, skill language increases. The weakness is that students still have difficulty understanding what the teacher conveys in English material. environment that is less conducive to English communication in the school.

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Zhang, Ying. "Vocabulary Development in Science: Studying a Middle School Sheltered Classroom." Global Journal of Educational Studies 3, no. 2 (October 25, 2017): 83. http://dx.doi.org/10.5296/gjes.v3i2.11825.

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This article reports how science literacy development, particularly vocabulary development occurred in a sixth-grade sheltered science classroom as a part of an eight-month ethnographic study. Specifically, the research asks how language development occurs in the science classroom from the perspective of social semiotics. The study takes a multimodal social semiotic perspective to examine how English Learners (ELs) make meaning of science vocabulary. Qualitative methods are used and the data include video and audio recordings of science lessons, field notes, formal and informal interviews with teacher and students, and classroom artifacts. Findings demonstrate that although science vocabulary was embedded in the multimodal science curriculum, actual language development was limited. The study expands the current knowledge base for developing literacy skills in science and challenges researchers and educators to reexamine the current practice on how to incorporate effective literacy education in the content area of science.

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Salminen, Jessica. "On concept of function at Middle Years Programme school in Espoo." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 79–103. http://dx.doi.org/10.31129/lumat.v2i1.1084.

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School in Espoo, Finland, follows the Finnish national core curriculum but approaches teaching according to Middle Years Programme. The language of instruction is English. Material for teaching functions that would fulfill these criteria is not readily available. Therefore, such material was tailored especially for the needs of the school. The development of the material led the researcher to ponder, how students eventually grasp the idea of function and how the concept of function should be approached in teaching in the future. The data was gathered in spring 2012. Out of 63 ninth graders in the school, 49 participated in the study. A research on the concept of function by Vinner and Dreyfus (1989) was used as the source of inspiration for this study. The definitions of function among lower secondary school students were compared to similar data gathered among upper secondary school students during the same spring. Both qualitative and quantitative methods were used in the analysis of the data.

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Park, Sukyung, and Youngsook Nam. "A Study on Developing an Environmental Education Program in Middle School English Curriculum for Ecological Citizenship." Journal of Environmental Policy and Administration 28, no. 4 (December 31, 2020): 263–83. http://dx.doi.org/10.15301/jepa.2020.28.4.263.

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Lee, Soyoung, and Hyunoo Lee. "An analysis of the distribution of vocabulary in Middle School English 2 textbooks based on 2015 Revised English National Curriculum." Secondary English Education 12, no. 3 (August 30, 2019): 71–93. http://dx.doi.org/10.20487/kasee.12.3.201908.71.

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GUENTHER, LEAH. "“I Must Be Emerald and Keep My Color”: Ancient Roman Stoicism in the Middle School Classroom." Harvard Educational Review 88, no. 2 (June 1, 2018): 209–26. http://dx.doi.org/10.17763/1943-5045-88.2.209.

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In this essay, Leah Guenther, a middle school teacher on Chicago's South Side, discusses her practice of the ancient philosophy of Stoicism in her classroom, arguing that this misunderstood philosophy with roots in Ancient Greece and Rome has application in today's complicated educational terrain. She explains how she used Stoicism first to improve her own sense of tranquility and then how she used it to add a behavioral awareness component to a rigorous, standards-based English language arts curriculum.

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Juan, Wang. "Research on the Reform and Innovation of Practical Teaching Mode for English Education Major." IRA International Journal of Education and Multidisciplinary Studies 15, no. 4 (October 10, 2019): 154. http://dx.doi.org/10.21013/jems.v15.n4.p7.

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<p>Based on the reality of English teaching in middle schools, this paper conducts a questionnaire survey on the students majoring in normal schools who have been teaching for three months and the current situation of English teaching in middle schools. Starting from reflecting on the curriculum setting of practical teaching in the training program of this major and combining with the analysis of the investigation of the present situation of English teaching in middle schools, we explore the reform and innovation mode of practical teaching in English Education major in universities, and put forward a comprehensive reform of practical teaching mode, i.e. the teaching mode of "covering the whole course of practical teaching", so as to promote the basic practice of encouraging students to complete practical teaching activities.</p>

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Albari, Ryan Ghassan, and Harumi Manik Ayu Yamin. "CULTURAL CONTENT ANALYSIS ON GOVERNMENT-ISSUED ENGLISH LEARNING TEXTBOOKS." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 7, no. 2 (December 29, 2020): 49–66. http://dx.doi.org/10.34001/edulingua.v7i2.1393.

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In today’s world, the English language is seen as the international language for its world-wide use in all aspects of life. The language thus becomes the medium in bridging communication gaps between countries by providing a common ground for communication. To cater to the need of human resources with intercultural communicative competence (ICC), the government in Indonesia has issued textbooks for English learning for middle school students. In Indonesian national curriculum, English language is first formally learned in middle school, where the students are at the age of shaping their own ideology and values, which could also come from learning. This study examines the English textbooks issued by the government by analyzing their cultural content. The cultural elements are examined and divided into three components using the framework from Yuen’s cultural elements, a modified version of Cortazzi and Jin’s cultural aspects by Tazeddin & Teimournezhad, and Gomez Rodriguez’s surface culture and deep culture. The results show that the cultural content is disproportionate, and it might lead to the failure of creating ICC learners as it dismisses other aspects and elements of culture that are important in nurturing ICC.

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Rifaqt, Muhammad, Khalid Mahmood, and Muhammad Karim. "Weightage to Kashmir and Kashmir Issue in Curriculum: An Analysis of Syllabus Taught at School Level in Azad Jammu And Kashmir." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 97–105. http://dx.doi.org/10.53575/irjei.v2.03(21)9.97-105.

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This study (content analysis) was conducted to analyze the curriculum taught at school level in the state of Azad Jammu and Kashmir (AJ&K) to know the weightage of contents on Kashmir and Kashmir issue in the curriculum/syllabus. The entire syllabus taught at elementary and secondary levels in AJ&K were reviewed by the researchers. Besides this, all those who have relevant experienced and also have master degree in Urdu, English, History, Pakistan Studies and Kashmiriat were population of the study. Only textbooks published by AJ&K Text Book Board of four subjects (Urdu, English, History and Pakistan Study) taught at elementary and secondary levels were reviewed. Nine (09) experts were selected as a sample of the study to seek their opinion. Self-structured questionnaire was used to collect the data. It was found that Kashmir and Kashmir issue were not given due weightage in the curriculum of elementary and secondary levels of education. Majority of the experts suggested that curriculum may be revised and minimum three lessons may be included in primary level text books. Separate book about Kashmir and Kashmir issue may be introduced at middle and secondary levels.

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Sinaga, Lenna, Teti Berliani, and Piter Joko Nugroho. "MANAJEMEN KURIKULUM CAMBRIDGE DI SMPS GOLDEN CHRISTIAN SCHOOL PALANGKA RAYA." Equity In Education Journal 3, no. 1 (March 20, 2021): 30–40. http://dx.doi.org/10.37304/eej.v3i1.2386.

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Abstrak: Penelitian bertujuan untuk mendeskripsikan Manajemen Kurikulum Cambridge di SMPS Golden Christian School Palangka Raya. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Pengumpulan data menggunakan teknik observasi, wawancara, dan studi dokumentasi. Sumber data dalam penelitian ini meliputi: Kepala Sekolah, Wakil Kepala Sekolah Bagian Kurikulum, dan Guru- guru Cambridge dari ketiga Mata Pelajaran (IPA, Matematika, dan Bahasa Inggris). Analisis data menggunakan pola interaktif data, meliputi: reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian ini menunjukkan bahwa penerapan kurikulum Cambridge yang dikelola dengan baik memberikan dampak positif dalam meningkatkan mutu pendidikan di SMPS GCS Palangka Raya. Abstract: The research aims to describe the Cambridge Curriculum Management at the Golden Christian Middle Private School Palangka Raya. This study used a qualitative approach with case study design. Collecting data using observation techniques, interviews, and study documentation. Sources of data in this study include: Principal, Deputy Principal of the Curriculum Section, and Cambridge Teachers for that three Subjects (Science, Mathematics, and English). Data analysis using interactive data model, includes: data reduction, data presentation, and drawing conclusions. Data validity was checked by using a degree of confidence through triangulation techniques, both sources and methods. The results of this study indicate that the application of the Cambridge curriculum which is well managed has a positive impact in improving the quality of education at the GCS Private Middle School Palangka Raya.

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Taylor, Mark. "Repositioning Ghana Schools As English Language Learner Schools: Using Native And English Languages To Improve Academic Performance." Interdisciplinary Journal of Advances in Research in Education 2, no. 2 (May 1, 2020): 1–12. http://dx.doi.org/10.55138/sq104284gpa.

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This article argues that Ghanaian students’ academic performance might improve if instructors make use of their native languages and the English language (bilingual method) to provide instruction in school setting as it promotes classroom participation, engagement in learning, and the development of listening skills that improve comprehension. While there is some evidence to support this attitude, in fact, most young children do not speak English at home, and therefore, experience hardship in their learning. As a result, they are jeered and labeled as incompetent and incapable of being students. However, this article argues that students’ academic performance might improve if instructed in a bilingual setting as they will feel comfortable and confident about their learning in school. There is evidence that children underperform in school because educators abandon the traditional native languages at the onset of formal schooling in Ghana, and sometimes, the only language that students know best is their native language. Ghana’s official language is English; it applies to curriculum and instruction in public and private educational setting. The English language is vastly spoken in homes with middle income socio-economic status. With the rise of the middle class in the country, some citizens are abandoning the daily use of spoken vernacular and are speaking English at home as a rite of passage of giving their children a head start in their academic journey. English language learning approach can be useful to improve students’ English skills; however, if combined with their native language, it could effect change in education in Ghana. The English language teaching strategies must employ on content and language integrated learning, integrated content-based instruction, a focus on academic language proficiency, sheltered instruction, comprehensible input, learner-centered instruction, integrated skills approach, cooperative learning, and teacher collaboration (Calderón et al., 2015). This article employs meta-analysis of literature knowledge to advance professional practice in repositioning Ghana schools as English Language Learner Schools. Hence, English language proficiency for all students should be tasked with effective English language learning services in order to improve English language acquisition in Ghana. Keywords: Ghana, English language learner, Content and language integrated learning, Integrated content-based instruction, Sheltered instruction, Integrated skills approach, https://orcid.org/0000-0003-2703-5767

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Paynter, Ann-Maree, and Elizabeth Taylor. "Attracting teachers to rural and remote Queensland: A case study." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 105–9. http://dx.doi.org/10.47381/aijre.v29i3.226.

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For many years the supply of graduate teachers, including specialist secondary teachers for Queensland state schools, has largely met demand. In recent years however, attracting and retaining specialist teachers in some Queensland locations and curriculum areas has become more challenging. Reflective of wider Australian and international trends, balancing the supply of specialist teachers to meet current and future demands requires planning and early action. Taking a traditional approach to recruiting teachers (as vacancies arise) can result in shortfalls when unplanned absences, retirements and promotions occur unexpectedly. Subjects that are already hard to fill such as senior mathematics and science, English, languages, industrial technology and design (manual arts) are even more elusive in the middle of a school term. Many schools located in low socio-economic, regional, rural and remote communities are also experiencing challenges in recruiting teachers for the breadth of learning phases and curriculum areas.

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Kangas, Sara E. N., and Megan Cook. "Academic Tracking of English Learners With Disabilities in Middle School." American Educational Research Journal 57, no. 6 (April 22, 2020): 2415–49. http://dx.doi.org/10.3102/0002831220915702.

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Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

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Lapan, Richard T., Amanda M. Marcotte, Robert Storey, Patricia Carbone, Sharon Loehr-Lapan, Donna Guerin, Teisha Thomas, et al. "Infusing Career Development to Strengthen Middle School English Language Arts Curricula." Career Development Quarterly 64, no. 2 (May 31, 2016): 126–39. http://dx.doi.org/10.1002/cdq.12046.

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Kwon, Youn-A., and Mun-Koo Kang. "Analysis on grammar patterns of English textbooks for middle school juniors according to revised curriculum in 2009." Asia-Pacific Journal of Educational Management Research 1, no. 1 (December 30, 2016): 29–34. http://dx.doi.org/10.21742/ajemr.2016.1.05.

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SiYeon, Pyo. "An Analysis of Cultural Contents in Middle School English Textbooks based on the 2015 Revised National Curriculum." Sociolinguistic Journal of Korea 29, no. 1 (March 30, 2021): 175–203. http://dx.doi.org/10.14353/sjk.2021.29.1.07.

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Journal articles on the topic 'Middle school English curriculum'

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