Research Supporting Middle Grades Practice
Published on 29. June 2010
Book
Paperback/Softback
216 pages
978-1-61735-079-5 (ISBN)
Description
Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by our review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school settings. The editorial team is pleased to present these studies under one cover, trusting each will contribute to the existing body of knowledge on middle grades education in ways that will enable readers to develop theories more fully and apply findings and implications to a variety of settings.
Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors' introductory comments regarding previously published manuscripts appear in italics, followed by the editor-in-chief 's comments.
Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors' introductory comments regarding previously published manuscripts appear in italics, followed by the editor-in-chief 's comments.
More details
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 12 mm
Weight
336 gr
ISBN-13
978-1-61735-079-5 (9781617350795)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Preface; David L. Hough.
Acknowledgment.
Chapter 1. Using ESOL Rounds to Prepare Middle-Level Candidates for Work With English Language Learners; David C. Virtue.
Chapter 2. Marginalization or Collaboration: First Year ESL Teachers and the Middle School Context; Courtney George.
Chapter 3. The Impact of a Professional Development Program to Improve Urban Middle-Level English Language Learner Achievement; Jennifer Friend, Ryan Most, and Kenneth McCrary.
Chapter 4. Quantitative Reporting Practices in Middle-Grades Research Journals: Lessons to Learn; Robert M. Capraro and Mary Margaret Capraro.
Chapter 5. t-Test: The Good, the Bad, the Ugly, and the Remedy; Guili Zhang.
Chapter 6. Effective Alternative Urban Middle Schools: Findings From Research on Nativity Miguel Schools; L. Mickey Fenzel.
Chapter 7. Reaching the Hard to Reach: A Comparison of Two Reading Interventions with Incarcerated Youth; Cynthia Calderone, Susan Bennett, Susan Homan, Robert F. Dedrick, Anne Chatfield.
Chapter 8. Findings From the First and Only National Database on Elemiddle & Middle Schools (Executive Summary); David L. Hough.
Chapter 9. Impact of Environment-Based Teaching on Student Achievement: A Study of Washington State Middle Schools; Oksana Bartosh, Margaret Tudor, Lynne Ferguson, and Catherine Taylor.
Chapter 10. Hope and Achievement Goals as Predictors of Student Behavior and Achievement in a Rural Middle School; Christopher O. Walker, Tina D. Winn, Blakely N. Adams, Misty R. Shepard, Kayce Godwin, and Chelsea Huddleston.
About the Editor and Contribtors.
Acknowledgment.
Chapter 1. Using ESOL Rounds to Prepare Middle-Level Candidates for Work With English Language Learners; David C. Virtue.
Chapter 2. Marginalization or Collaboration: First Year ESL Teachers and the Middle School Context; Courtney George.
Chapter 3. The Impact of a Professional Development Program to Improve Urban Middle-Level English Language Learner Achievement; Jennifer Friend, Ryan Most, and Kenneth McCrary.
Chapter 4. Quantitative Reporting Practices in Middle-Grades Research Journals: Lessons to Learn; Robert M. Capraro and Mary Margaret Capraro.
Chapter 5. t-Test: The Good, the Bad, the Ugly, and the Remedy; Guili Zhang.
Chapter 6. Effective Alternative Urban Middle Schools: Findings From Research on Nativity Miguel Schools; L. Mickey Fenzel.
Chapter 7. Reaching the Hard to Reach: A Comparison of Two Reading Interventions with Incarcerated Youth; Cynthia Calderone, Susan Bennett, Susan Homan, Robert F. Dedrick, Anne Chatfield.
Chapter 8. Findings From the First and Only National Database on Elemiddle & Middle Schools (Executive Summary); David L. Hough.
Chapter 9. Impact of Environment-Based Teaching on Student Achievement: A Study of Washington State Middle Schools; Oksana Bartosh, Margaret Tudor, Lynne Ferguson, and Catherine Taylor.
Chapter 10. Hope and Achievement Goals as Predictors of Student Behavior and Achievement in a Rural Middle School; Christopher O. Walker, Tina D. Winn, Blakely N. Adams, Misty R. Shepard, Kayce Godwin, and Chelsea Huddleston.
About the Editor and Contribtors.