Pub Date : 2024-05-13DOI: 10.1080/19404476.2024.2347183
P. Safari, M. Pourhashemi
{"title":"Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic","authors":"P. Safari, M. Pourhashemi","doi":"10.1080/19404476.2024.2347183","DOIUrl":"https://doi.org/10.1080/19404476.2024.2347183","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985481","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 : 2024-04-22DOI: 10.1080/19404476.2024.2340005
Y. Allsop, Arianna Black, Shantanu Tilak, Eric M. Anderman
{"title":"Saying Gay: Young Adolescents’ Reported Benefits of LGBTQ+ Inclusive Sexual Health Education","authors":"Y. Allsop, Arianna Black, Shantanu Tilak, Eric M. Anderman","doi":"10.1080/19404476.2024.2340005","DOIUrl":"https://doi.org/10.1080/19404476.2024.2340005","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675015","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}
{"title":"Leveraging Technology for Environmental Awareness: Insights from Experimental Research with Middle School Students in Malaysia","authors":"Anum Zahra, Zahra Waheed, Tehreem Fatima, Kok Wei Khong","doi":"10.1080/19404476.2024.2322046","DOIUrl":"https://doi.org/10.1080/19404476.2024.2322046","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239019","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 : 2024-02-22DOI: 10.1080/19404476.2023.2299502
Jason Hassard, Donna Pendergast, Stephen Hay
{"title":"Sense of Belonging Pre/Post Transition to Secondary School: Privileging Student Voice","authors":"Jason Hassard, Donna Pendergast, Stephen Hay","doi":"10.1080/19404476.2023.2299502","DOIUrl":"https://doi.org/10.1080/19404476.2023.2299502","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441979","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 : 2024-02-07DOI: 10.1080/19404476.2024.2309133
Jaqueline M. Swank
{"title":"Taking Learning Outside: The Effect on Middle School Students’ Mood","authors":"Jaqueline M. Swank","doi":"10.1080/19404476.2024.2309133","DOIUrl":"https://doi.org/10.1080/19404476.2024.2309133","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854321","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 : 2024-02-07DOI: 10.1080/19404476.2024.2309133
Jaqueline M. Swank
{"title":"Taking Learning Outside: The Effect on Middle School Students’ Mood","authors":"Jaqueline M. Swank","doi":"10.1080/19404476.2024.2309133","DOIUrl":"https://doi.org/10.1080/19404476.2024.2309133","url":null,"abstract":"","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794648","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 : 2023-12-07DOI: 10.1080/19404476.2023.2287440
Kristie W. Smith, Jessica DeMink-Carthew, Keith Burgess, Bogum Yoon, James Nagle, Penny Bishop
Abstract Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.
{"title":"Interrogating the Tensions: A Collaborative Self-Study of Middle Grades Teacher Education Practices in Justice-Oriented Professional Development","authors":"Kristie W. Smith, Jessica DeMink-Carthew, Keith Burgess, Bogum Yoon, James Nagle, Penny Bishop","doi":"10.1080/19404476.2023.2287440","DOIUrl":"https://doi.org/10.1080/19404476.2023.2287440","url":null,"abstract":"Abstract Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590016","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 : 2023-11-07DOI: 10.1080/19404476.2023.2272570
Fadime Ulusoy
AbstractThis study examines in-service mathematics teachers’ problems on linear relationships that they posed in a semi-structured problem posing situation with a group and their ideas about the factors affecting the quality of the posed problems. Eight groups of 24 teachers participated in the study. Teachers' problems, written group work, and class discussion all served as sources of data for this study. The data was mainly analyzed through qualitative methods. The results demonstrate that seven groups’ problems were invalid because the problems did not meet the given conditions in the problem posing task. Their problems mostly lacked key mathematical concepts related to linear graphs, such as linearity, slopes, and y-intercepts. In class discussion, teachers dealt with the following factors that affect the quality of posed problems: misunderstanding of the problem posing situation, making inappropriate mathematical decisions, and using improper mathematical language. This study revealed that more content-focused practices are necessary to support teachers’ problem posing skills.Keywords: in-service teacherslinear graphsproblem posingteacher learning Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 TL = Turkish lira.
{"title":"Middle Level Mathematics Teachers’ Problems on Linear Relationships in a Semi-Structured Problem Posing Situation","authors":"Fadime Ulusoy","doi":"10.1080/19404476.2023.2272570","DOIUrl":"https://doi.org/10.1080/19404476.2023.2272570","url":null,"abstract":"AbstractThis study examines in-service mathematics teachers’ problems on linear relationships that they posed in a semi-structured problem posing situation with a group and their ideas about the factors affecting the quality of the posed problems. Eight groups of 24 teachers participated in the study. Teachers' problems, written group work, and class discussion all served as sources of data for this study. The data was mainly analyzed through qualitative methods. The results demonstrate that seven groups’ problems were invalid because the problems did not meet the given conditions in the problem posing task. Their problems mostly lacked key mathematical concepts related to linear graphs, such as linearity, slopes, and y-intercepts. In class discussion, teachers dealt with the following factors that affect the quality of posed problems: misunderstanding of the problem posing situation, making inappropriate mathematical decisions, and using improper mathematical language. This study revealed that more content-focused practices are necessary to support teachers’ problem posing skills.Keywords: in-service teacherslinear graphsproblem posingteacher learning Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 TL = Turkish lira.","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135433025","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}
AbstractEnglish-language learning in rural Taiwan has been targeted by government policy for two decades, yet little research has investigated students’ motivation and support in these rural communities. This study investigated the effects of students’ gender, grade, parental support (PS), and teacher support (TS) on their English learning motivation (ELM) in Taiwan’s rural middle-level schools. A quantitative survey approach was used in this study. Seven hundred and fifty-four questionnaires were delivered to the students in 12 rural middle-level schools. The collected data were analyzed by using the t-test, ANOVA, Pearson correlation, and multiple-regression methods. Females reported higher ELM, PS, and TS than their male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth- and ninth-grade students. PS and TS were significantly correlated to ELM. Appraisal support of teachers was the most relevant predictor for value, emotion, and willingness to execute factors of ELM. Programs and policies to improve ELM in rural schools are suggested.Keywords: rural schoolsparental supportteacher supportEnglish learning motivationmiddle-grade education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Council [107-2813-C-259-031-H].
{"title":"Factors Influencing Rural Junior High-School Students’ Motivation to Learn English in Taiwan","authors":"Te-Sheng Chang, Romi Aswandi Sinaga, Hou-Ting Chou","doi":"10.1080/19404476.2023.2261809","DOIUrl":"https://doi.org/10.1080/19404476.2023.2261809","url":null,"abstract":"AbstractEnglish-language learning in rural Taiwan has been targeted by government policy for two decades, yet little research has investigated students’ motivation and support in these rural communities. This study investigated the effects of students’ gender, grade, parental support (PS), and teacher support (TS) on their English learning motivation (ELM) in Taiwan’s rural middle-level schools. A quantitative survey approach was used in this study. Seven hundred and fifty-four questionnaires were delivered to the students in 12 rural middle-level schools. The collected data were analyzed by using the t-test, ANOVA, Pearson correlation, and multiple-regression methods. Females reported higher ELM, PS, and TS than their male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth- and ninth-grade students. PS and TS were significantly correlated to ELM. Appraisal support of teachers was the most relevant predictor for value, emotion, and willingness to execute factors of ELM. Programs and policies to improve ELM in rural schools are suggested.Keywords: rural schoolsparental supportteacher supportEnglish learning motivationmiddle-grade education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Council [107-2813-C-259-031-H].","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093197","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 : 2022-01-01Epub Date: 2022-11-12DOI: 10.1080/19404476.2022.2140004
Margaret Zoller Booth, Audrey Conway Roberts, Jean M Gerard, Beth H Gilfillan
The researchers investigated adolescent perceptions of school climate and academic self-efficacy over time for a group of Grade 7 through Grade 9 students. We followed 717 students in an ethnically diverse school district in a small town in northern Ohio from fall 2009 to spring 2011. Four waves of data collected in surveys each fall and spring included measures of perceptions of school climate and academic self-efficacy. Compared to the original cohort of middle school students, the Grade 9 cohort demonstrated the most consistent school climate scores over time, but the Grade 7 students demonstrated the greatest change over two years. White girls exhibited the most consistent level of self-efficacy over time, but ethnically minoritized girls demonstrated the lowest level of self-efficacy (most often) when compared to White girls or ethnically minoritized boys. Results illustrate the importance of intersectional analyses of adolescents' perceptions of their schools and of themselves so as not to make assumptions about all students within certain gender or ethnic/racial identities.
{"title":"Young Adolescent Perceptions of School Climate and Self-Efficacy: The Intersectionality of Race and Gender.","authors":"Margaret Zoller Booth, Audrey Conway Roberts, Jean M Gerard, Beth H Gilfillan","doi":"10.1080/19404476.2022.2140004","DOIUrl":"10.1080/19404476.2022.2140004","url":null,"abstract":"<p><p>The researchers investigated adolescent perceptions of school climate and academic self-efficacy over time for a group of Grade 7 through Grade 9 students. We followed 717 students in an ethnically diverse school district in a small town in northern Ohio from fall 2009 to spring 2011. Four waves of data collected in surveys each fall and spring included measures of perceptions of school climate and academic self-efficacy. Compared to the original cohort of middle school students, the Grade 9 cohort demonstrated the most consistent school climate scores over time, but the Grade 7 students demonstrated the greatest change over two years. White girls exhibited the most consistent level of self-efficacy over time, but ethnically minoritized girls demonstrated the lowest level of self-efficacy (most often) when compared to White girls or ethnically minoritized boys. Results illustrate the importance of intersectional analyses of adolescents' perceptions of their schools and of themselves so as not to make assumptions about all students within certain gender or ethnic/racial identities.</p>","PeriodicalId":52178,"journal":{"name":"RMLE Online","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9786034/pdf/nihms-1852396.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10453801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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