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Learning How to Learn: Student Voices on the Function and Utility of a Student-Engaged Design Intervention in a Rural Middle School
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Beth Hosek; Anastasia Kitsantas; Shannon King; Roy Echeverria; Sahar Wahidi – Social Psychology of Education: An International Journal, 2024
The purpose of the present study was to explore the voices of high- and low-achieving middle school students around the function and utility of a student-engaged design learning how to learn intervention. The intervention was a year-long standard elective course in the curriculum in which all students enrolled during their time in middle school.…
Descriptors: Middle School Students, Rural Schools, Low Achievement, High Achievement
Implementing a RtI Tier 2 Mathematics Lab in a Middle School
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Bouck, Emily C.; Park, Jiyoon; Bouck, Mary K.; Sprick, Jessica; Buckland, Angela – Preventing School Failure, 2019
Response to intervention (RtI) in secondary schools is a viable option for mathematics, but limited research exists. In the study, students who received just Tier 1 (i.e., general education mathematics class) and students who received both Tier 1 and Tier 2 (i.e., a math lab) completed a pretest and posttest of grade-level content. The results…
Descriptors: Middle School Students, Middle School Mathematics, Mathematics Education, Response to Intervention