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Browsing by Subject: Middle School Education

  1. School building design for feeding programmes and community outreach: Insights from Ghana and South Africa

    Ola Uduku

    International Journal of Educational Development Vol. 31, No. 1 (January 2011) pp. 59–66

    This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community ... More

    pp. 59-66

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  2. Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities

    Fu-Yun Yu & Chun-Ping Wu

    Computers & Education Vol. 57, No. 3 (November 2011) pp. 2167–2177

    The effects of four different identity revelation modes (three fixed modes: real-name, anonymity, nickname and one dynamic user self-choice mode) on participants’ perceptions toward their assessors... More

    pp. 2167-2177

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  3. Is the use of information and communication technology related to performance in working memory tasks? Evidence from seventh-grade students

    Lucy Garcia, Miguel Nussbaum & David D. Preiss

    Computers & Education Vol. 57, No. 3 (November 2011) pp. 2068–2076

    The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition,... More

    pp. 2068-2076

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  4. Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction

    Zeynel Kablan & Münire Erden

    Computers & Education Vol. 51, No. 2 (September 2008) pp. 660–668

    This study deals with the instructional efficiency of integrating text and animation into computer-based science instruction. The participants were 84 seventh-grade students in a private primary... More

    pp. 660-668

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  5. Computer-supported inquiry learning: effects of training and practice

    Jos Beishuizen, Pascal Wilhelm & Marieke Schimmel

    Computers & Education Vol. 42, No. 4 (May 2004) pp. 389–402

    Inquiry learning requires the ability to understand that theory and evidence have to be distinguished and co-ordinated. Moreover, learners have to be able to control two or more independent... More

    pp. 389-402

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  6. Collaborative practice of science construction in a computer-based multimedia environment

    Kristiina Kumpulainen & Mika Mutanen

    Computers & Education Vol. 30, No. 1 (1998) pp. 75–85

    This paper discusses a case study of nine pairs working collaboratively in a multimedia CD-ROM science environment. The main goal of the study was to investigate the ways in which the collaborative... More

    pp. 75-85

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  7. Patterns of female and male students' participation in peer interaction in computer-supported learning

    Kai Hakkarainen & Tuire Palonen

    Computers & Education Vol. 40, No. 4 (2003) pp. 327–342

    The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the... More

    pp. 327-342

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  8. Elements and implications of a hypertext pedagogy

    G Russell

    Computers & Education Vol. 31, No. 2 (1998) pp. 185–193

    This paper describes elements of a pedagogy for writing hypertext stories in year eight classes in secondary schools. Over a period of 18 months, 100 students in three schools completed handwritten... More

    pp. 185-193

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  9. Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy

    Tzu-Hua Huang, Yuan-Chen Liu & Chia-Ya Shiu

    Computers & Education Vol. 50, No. 1 (January 2008) pp. 61–76

    The study focused on the effects of the CAL system constructed via cognitive conflict of decimal numbers for the sixth graders. The purpose of the system is to gauge decimal concepts of students.... More

    pp. 61-76

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  10. The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps

    So Young Kwon & Lauren Cifuentes

    Computers & Education Vol. 52, No. 2 (February 2009) pp. 365–375

    The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One... More

    pp. 365-375

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  11. Computer simulations and clear observations do not guarantee conceptual understanding

    Maggie D. Renken & Narina Nunez

    Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 10–23

    Evidence for cognitive benefits of simulated versus physical experiments is unclear. Seventh grade participants ( More

    pp. 10-23

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  12. Who assigns the most ICT activities? Examining the relationship between teacher and student usage

    Shihkuan Hsu

    Computers & Education Vol. 56, No. 3 (April 2011) pp. 847–855

    The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students... More

    pp. 847-855

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  13. Analyzing academic achievement of junior high school students by an improved rough set model

    Ping-Feng Pai, Yi-Jia Lyu & Yu-Min Wang

    Computers & Education Vol. 54, No. 4 (May 2010) pp. 889–900

    Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic ... More

    pp. 889-900

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  14. On-line synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context

    Kuan-Hue Yeh & Hsiao-Ching She

    Computers & Education Vol. 55, No. 2 (September 2010) pp. 586–602

    The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs – one with an argumentation component and one without an argumentation... More

    pp. 586-602

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  15. Eighth graders, gender, and online publishing: A story of teacher and student collaboration

    Patricia J. Grabill & Jeffrey T. Grabill

    Computers and Composition Vol. 17, No. 2 (2000) pp. 161–175

    During the 1997 through 1998 school year, a group of 35 gifted and talented eighth-grade students at Fall Creek Valley Middle School in Lawrence Township, Indianapolis, had the task of creating the... More

    pp. 161-175

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  16. A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System

    Kenneth R. Koedinger, Elizabeth A. McLaughlin & Neil T. Heffernan

    Journal of Educational Computing Research Vol. 43, No. 4 (2010) pp. 489–510

    ASSISTments is a web-based math tutor designed to address the need for timely student assessment while simultaneously providing instruction, thereby avoiding lost instruction time that typically... More

    pp. 489-510

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  17. Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

    Bulent Guven & Bulent Guven

    Australasian Journal of Educational Technology Vol. 28, No. 2 (Jan 01, 2012)

    This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the... More

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  18. The Impact of Formal Education on Computer Literacy

    Melita Mili? & Igor Å kori?

    International Journal of Emerging Technologies in Learning (iJET) Vol. 5, No. 2010 (Mar 23, 2010)

    In this paper we will present the survey conducted on 149 students in Croatia. This research includes eight grade students of elementary schools, fourth-grade students of secondary schools and... More

  19. Automatic Grading of Spreadsheet and Database Skills

    Zlatko Kovacic & John Green

    Journal of Information Technology Education: Innovations in Practice Vol. 11, No. 1 (2012) pp. 53–70

    pp. 53-70

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  20. Effects of a Tablet-Based Mathematics Application for Pre-School Children

    Karl Kosko & Richard Ferdig, Kent State University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 61–79

    Tablets such as iPad, Android, and Windows devices have become ubiquitous in both the home and school settings. Adults and kids of all ages are using these tools and the associated apps to do... More

    pp. 61-79