Browsing by Subject "Middle School"
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Item Effectiveness of Silent Sustained Reading in Middle School(2019-05-14) Chiappelli, Juistina; Dwarte, Marquis; Brennan, Sarah; Masters of EducationThe purpose of this study was to determine whether silent sustained reading would have a positive impact on reading performance in middle school. Reading performance was measured using a district unit assessment for language arts. This study was conducted using a quasi-experimental design. The students in the treatment group were consistently given 20 minutes per class period for silent sustained reading. The control group students were not given 20 minutes per class period for silent sustained reading. This study found that there was not a statistically significant difference in reading sores between middle school students reviving SSR and those not receiving SSR.Item The Effects of Affirmations on Middle Students with Difficulties in Math(2020-05-10) Atlas, Batsheva; Waynant, Louise; Syed, Daniela; Brennan, Sarah; Brennan, Sarah; Masters of EducationThe power of positivity has fueled progress for humanity since the beginning of time and continues to push students to reach their potential. Students who succeed in school are more flexible and use productive strategies to deal with stress (Hogan et al., 2010). Students with learning disabilities are three times more likely to drop out of high school compared to the average student (Ravipati, 2017). This and similar studies highlight the problem facing students who need to work much longer and harder to complete the same curriculum that mainstream students are able to obtain with moderate effort. Successful students with learning disabilities must have additional stamina and strategies to keep themselves from giving up academically. The impact of positive self-esteem on academic potential is significant (Gurung et al., 2019). The purpose of this study was to learn whether choosing a daily affirmation before doing math homework would positively affect the students’ math quiz scores over one trimester. Quiz scores on Algebra I concepts were compared between those who received positive affirmations in the current school year in the second trimester with scores of students from the previous year’s class during the second trimester who did not receive positive affirmations. The results of the study presented in this paper indicated that students in the control group earned significantly higher quiz scores; as such, the null hypothesis was not rejected. The impact of the Covid-19 virus and school closure likely affected the current year’s scores.Item The Impact of Arts Education on Student Success(2019-04) Tyson, Julia; Shockey, Paulette; Education Department; Hood College Departmental HonorsThis study will examine the impact of arts education on the academic achievement of students. The goal of this project is to compile and analyze existing research to support the hypothesis that arts education positively impacts school achievement in the areas of test scores, attendance, and student behavior. After the No Child Left Behind Act, focus on core academic subjects in schools, such as reading and math, has led to a decrease in the time and resources that are devoted to the arts. A survey by the Arts Education Partnership in 2010 found that 84% of art educators agree that NCLB caused interruptions and conflicts in their programs. To combat this, intensive arts programs have been implemented in low-achieving primary and secondary schools across the country. Test scores at these schools improved after the arts programs were put into place. Schools that participated in The Kennedy Center’s Turnaround Arts initiative, an intensive arts program implemented in some of the lowest-performing elementary and middle schools across the United States, showed an average of 22.55% and 12.62% increase in math and reading proficiency, respectively. Americans for the Arts published a report in 2015 indicating that high schoolers who participated in the arts for four years scored an average of 100 points higher on the SAT test than students with six months of arts education. Students attending low-achieving schools are often at a disadvantage in terms of opportunities presented that allow them to better themselves academically or otherwise; however effectively educating them with the arts would give them the power to succeed in life. This project aims to demonstrate that arts education is critical to student success on many levels and should be an integral part of school all curriculums across the United States.