Pub Date : 2020-01-01DOI: 10.20429/becoming.2020.310102
C. Pace, S. Pettit, Kim Barker
School closings resulting from the COVID-19 pandemic have forced teachers across the world to scramble to shift their face-to-face classes online. This rapid transition to what we call “quaranteaching” has left teachers little time to prepare for virtual teaching and learning. Acknowledging this challenge, in this article we share steps, strategies, tips, and resources to support and empower middle grades educators to successfully continue the online instruction (more accurately called “crisis teaching”) they have begun. We offer approaches to implementing collaboration, differentiation, and personalized learning, as well as approaches for authentically assessing student learning in a virtual learning environment. Issues such as access and equity are discussed, and unit ideas are shared. The skills and tools middle level educators are sharpening will likely also be used in subsequent years even when a health crisis is not in effect. An organized chart with multiple curated technology tools for young adolescents is also included.
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Pub Date : 2020-01-01DOI: 10.20429/becoming.2020.310101
Amanda Wall
{"title":"Introduction and Remembrance","authors":"Amanda Wall","doi":"10.20429/becoming.2020.310101","DOIUrl":"https://doi.org/10.20429/becoming.2020.310101","url":null,"abstract":"","PeriodicalId":212833,"journal":{"name":"Becoming: Journal of the Georgia Middle School Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116270883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.20429/becoming.2019.300103
Gert Nesin, J. Lounsbury
{"title":"Curriculum Integration: Twenty Questions- With Answers","authors":"Gert Nesin, J. Lounsbury","doi":"10.20429/becoming.2019.300103","DOIUrl":"https://doi.org/10.20429/becoming.2019.300103","url":null,"abstract":"","PeriodicalId":212833,"journal":{"name":"Becoming: Journal of the Georgia Middle School Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125729318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.20429/becoming.2019.300102
R. Deese, Robert W. Spires, D. Paine, J. Cox
The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities. The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p<.001). Data showed the students’ attitudes toward reading and engagement improved when 2 Deese et al.: Effects of Post-It Note Strategy Published by Digital Commons@Georgia Southern, 2019 they used the post-it note intervention compared to the think-aloud strategy. Reading comprehension is a skill that is necessary for students to master in order to contribute effectively to society (Williams & Ari, 2011). However, students may not be able to master this skill if they are passive readers (Hughes & Parker-Katz, 2013). A passive reader is an individual who reads words within a text but does not analyze it for meaningful value (Foster, 2011). Conversely, students who are active readers participate with a text by analyzing it, questioning it, drawing conclusions from it, and making meaningful connections to it for a greater understanding and application (Harvey & Goudvis, 2013). The purpose of the quasi-experimental study was to determine the effects of active reading, specifically utilizing the post-it note strategy, on comprehension among eighthgrade students with learning disabilities. Deficits or difficulties in reading comprehension: National data The National Assessment of Educational Progress (NAEP) assesses students in fourth and eighth-grades every two years to determine their reading and math progress (2016). The results are reported on the Nation’s Report Card and the data are aggregated in various ways. The students are placed into one of four categories based on their performance: below basic, basic, proficient, and 3 Becoming: Journal of the Georgia Middle School Association, Vol. 30 [2019], Iss. 1, Art. 2 https://digitalcommons.georgiasouthern.edu/becoming_journal/vol30/iss1/2 DOI: 10.20429/becoming.2019.300102 advanced. According to the NAEP (2016), only 8% of eighth-grade students with learning disabilities (SWLD) scored proficient on the reading portion of the assessment administered in 2015 and none of them scored in the advanced category. The majority of eighth-grade SWLD scored in the below basic level for the reading assessment with 63% and 29% scored in the basic level. The Nationa
{"title":"Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities","authors":"R. Deese, Robert W. Spires, D. Paine, J. Cox","doi":"10.20429/becoming.2019.300102","DOIUrl":"https://doi.org/10.20429/becoming.2019.300102","url":null,"abstract":"The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities. The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p<.001). Data showed the students’ attitudes toward reading and engagement improved when 2 Deese et al.: Effects of Post-It Note Strategy Published by Digital Commons@Georgia Southern, 2019 they used the post-it note intervention compared to the think-aloud strategy. Reading comprehension is a skill that is necessary for students to master in order to contribute effectively to society (Williams & Ari, 2011). However, students may not be able to master this skill if they are passive readers (Hughes & Parker-Katz, 2013). A passive reader is an individual who reads words within a text but does not analyze it for meaningful value (Foster, 2011). Conversely, students who are active readers participate with a text by analyzing it, questioning it, drawing conclusions from it, and making meaningful connections to it for a greater understanding and application (Harvey & Goudvis, 2013). The purpose of the quasi-experimental study was to determine the effects of active reading, specifically utilizing the post-it note strategy, on comprehension among eighthgrade students with learning disabilities. Deficits or difficulties in reading comprehension: National data The National Assessment of Educational Progress (NAEP) assesses students in fourth and eighth-grades every two years to determine their reading and math progress (2016). The results are reported on the Nation’s Report Card and the data are aggregated in various ways. The students are placed into one of four categories based on their performance: below basic, basic, proficient, and 3 Becoming: Journal of the Georgia Middle School Association, Vol. 30 [2019], Iss. 1, Art. 2 https://digitalcommons.georgiasouthern.edu/becoming_journal/vol30/iss1/2 DOI: 10.20429/becoming.2019.300102 advanced. According to the NAEP (2016), only 8% of eighth-grade students with learning disabilities (SWLD) scored proficient on the reading portion of the assessment administered in 2015 and none of them scored in the advanced category. The majority of eighth-grade SWLD scored in the below basic level for the reading assessment with 63% and 29% scored in the basic level. The Nationa","PeriodicalId":212833,"journal":{"name":"Becoming: Journal of the Georgia Middle School Association","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116649657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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