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Browsing by Subject: Middle School Education

  1. A comparison of structural knowledge in eighth graders and college students: Implications for information systems

    James Clayton Kinnamon, Columbia University, United States

    (1999) pp. 1–241

    Although usually designed for use by adults, databases and hypertext may also be used by school-age children. This study investigated whether there are differences in the cognitive constructs that ... More

    pp. 1-241

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  2. Virtual schooling at middle grades: A case study

    C. Del Litke, University of Calgary , Canada

    (1998) pp. 1–315

    The purpose of this study was to investigate a virtual school project, providing descriptions and assessments from the different participants in the program (teachers, students and parents) at the ... More

    pp. 1-315

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  3. An investigation of the application of computers as an educational technology tool in Taiwan senior high schools technology education programs

    Kuei-Chih KC Chuang, The Ohio State University, United States

    (1998) pp. 1–194

    The purpose of this study was to identify technology teachers' attitudes toward using computers as a teaching and learning tool and to determine their self-perceived competencies in using and... More

    pp. 1-194

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  4. How sixth grade students used electronic concept mapping technology to write narrative and compare/contrast essays

    Kristina Najera, University of Delaware, United States

    (2011) pp. 1–377

    The purpose of this study was to examine how sixth grade students used electronic concept mapping (ECM) software, Inspiration, to support the writing of narrative and compare/contrast essays. ... More

    pp. 1-377

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  5. The effect of the computerized Guided Reading Program on relative reading efficiency

    Rosalind Sutherland Smith Hambrick, Mississippi State University, United States

    (1997) pp. 1–105

    The purpose of this study was to compare the effects of the computerized Guided Reading Program on relative reading efficiency for students receiving the computerized Guided Reading Program to... More

    pp. 1-105

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  6. Factors influencing the transfer of skills learned in technology training and skills application by teachers in 4th-8th grade classrooms

    Marie Louise Scigliano, University of San Francisco, United States

    (1997) pp. 1–117

    During the last decade, the growth of computer technology in schools is placing new demands on teachers. Classroom teachers are directed to attend training to learn application skills of computer... More

    pp. 1-117

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  7. Comparability of Computer Delivered versus Traditional Paper and Pencil Testing

    Douglas A. Strader, Wilmington University , United States

    (2012) pp. 1–88

    There are many advantages supporting the use of computers as an alternate mode of delivery for high stakes testing: cost savings, increased test security, flexibility in test administrations,... More

    pp. 1-88

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  8. Using CBL 2 technology to promote inquiry and to improve interpretation of graphs in high school science

    David Alan Travers, University of Victoria , Canada

    (2005) pp. 1–145

    Combining inquiry with Microcomputer Based Laboratory (MBL) technology such as Calculator Based Laboratory 2 (CBL 2) and improving science literacy are ideas that Project 2061 support.

    In... More

    pp. 1-145

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  9. Educative experiences of rural junior high history fair participants seeking and evaluating online primary sources

    Riley Todd Johnson, Northern Illinois University, United States

    (2012) pp. 1–252

    This phenomenological ethnographic multi-case study's purpose was to gain insight into experiences of rural junior high History Fair participants as they searched for and evaluated online primary... More

    pp. 1-252

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  10. A comparison of the effects of Programmed Learning Sequenced and Interactive-Whiteboard instruction on the mathematics achievement and attitudes of eighth-grade students

    Kamala Watt, St. John's University (New York), School of Education and Human Services, United States

    (2011) pp. 1–98

    pp. 1-98

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  11. Teachers' instructional use of technology in middle school classrooms

    Jamillah M. A. Grant, Boston College, United States

    (2004) pp. 1–193

    This study described current instructional uses of technology by middle school teachers and evaluated whether teachers' practices differed by geographical settings. Teachers' use of technology was ... More

    pp. 1-193

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  12. The effects of the ubiquitious computing environment on student achievement and teacher perceptions

    Matthew A. Jamison, Widener University, United States

    (2008) pp. 1–111

    The purpose of this study was to investigate the effects of the ubiquitous one-to-one laptop learning environment and its impact on two areas: (1) standardized achievement test scores, and (2)... More

    pp. 1-111

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  13. In defense of the beauty and value of handmade mistakes: An investigation into the introduction of technological devices in the middle school classroom

    Brady Christopher Miller, Pacific Lutheran University, United States

    (2000) pp. 1–90

    The purpose of this qualitative inquiry was to investigate the ability to provide a proper education in a technological classroom. The ideas of Dewey, Vygotsky and Barber provide a conceptual... More

    pp. 1-90

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  14. The degree of effectiveness of CAI with sixth grade students found to be at the frustrational level in multiplication and division computation

    Carrie Elizabeth Bunger, University of Cincinnati, United States

    The degree of effectiveness of CAI with sixth grade students<p>found to be at the frustrational level in multiplication and division computation (2010) pp. 1–110

    This study investigated whether computer-assisted instruction (CAI) was effective in increasing the mathematics computational fluency of three female sixth grade students performing at the... More

    pp. 1-110

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  15. The influence of the VIVACE accompaniment technology on selected middle school instrumental students

    Robert William Ouren, University of Minnesota, United States

    (1997) pp. 1–150

    The recently developed VIVACE accompaniment system (from Coda Music Technologies, Inc.) uses computer technology to allow interaction between the performer and machine. Although still in the... More

    pp. 1-150

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  16. The effect of supplementary computer-assisted instruction upon rural seventh-grade students to improve math scores as measured by the Michigan Educational Assessment Program test

    Curtis Ellsworth Finch, Walden University, United States

    (1997) pp. 1–152

    This quasi-experimental study was designed to explore the effects of short-term, supplementary, computer-assisted instruction (CAI) on improving the math scores of rural, economically-disadvantaged... More

    pp. 1-152

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  17. Technology integration and problem-based learning: Implications for teaching and learning

    Cindy L. Kovalik, Kent State University, United States

    (1999) pp. 1–412

    The present study examined a technology initiative in seventh grade classrooms in one middle school in northeast Ohio. The initiative used a problem-based learning instructional strategy. The... More

    pp. 1-412

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  18. Educational, social, and organizational forces: The forces that shape an early childhood educator's technology integration

    Joy Ann Voss, Saint Louis University, United States

    (2008) pp. 1–187

    This qualitative research study examined the forces that shaped four kindergarten teachers' and four 1st grade teachers' paths to integrating technology into their classrooms. The... More

    pp. 1-187

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  19. Middle school teachers' perceptions of cyberbullying

    Tolulope Omolara Noah, University of Southern California, United States

    (2012) pp. 1–202

    The prevalence of digital technology amongst today's youth has expanded the ways in which they can interact with each other. One negative form of interaction that has emerged is cyberbullying,... More

    pp. 1-202

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  20. A comparison of urban eighth-grade students' reading comprehension and learning styles using CD-ROM hypermedia and traditional printed narrative texts for sustained silent reading

    Richard Francis Gaspar, University of South Florida, United States

    (1997) pp. 1–153

    An experiment was conducted to examine the effect of using different instructional materials on urban students' reading comprehension as measured by pretest and posttest scores. A fixed-ratio cloze... More

    pp. 1-153

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