Student perpetrated violence against teachers is widespread, yet few studies differentiate teacher experiences of violence by school level (i.e., elementary, middle, and high school). This study, based upon 2,558 pre-kindergarten through 12th grade teacher survey responses, revealed differences in types of student aggression against teachers by…

Sex education in middle and high school health classes is critically important because it frequently comprises the primary mechanism for conveying information about sexual health to adolescents. Deliver evidence-based information on HIV and pregnancy prevention practices and they will be less likely to engage in risky sexual behaviors, the theory…

Discusses the use of Channel One television news broadcasts in the middle school classroom, focusing on the circumstances under which students learn from Channel One, attitudes toward Channel One, and implications for teachers who wish to make effective instructional use of the programming. (JPB)

The relations of motivational variables to self-reported cheating behavior and beliefs in science were studied with 285 middle school students. Students who reported cheating in science perceived that their classrooms were extrinsically focused. The use of deep cognitive strategies was related negatively to cheating. (SLD)

Investigated the effects of transitioning from elementary to middle school on the motivational beliefs of students attending two very different types of middle schools. Surveys of students at the end of grades 5, 6, and 7 indicated that while few differences existed in elementary school, students' motivational beliefs changed differently,…

Two surveys examined role of present and possible future academic selves in sixth through eighth graders. Results indicated that positive present and future academic self-concepts related to positive changes in grade point average from sixth to seventh grade. A present good-student self-concept related positively to performance and mastery goals.…

Suggests that a school environment that stresses learning or task goals is more conducive to cognitive engagement than an environment that emphasizes the demonstration of ability. The initial results of a case study in a middle grades school illustrate how stress on task or ability goals affects the school learning environment and student…

This study examined the relationship between transition from elementary to middle school and achievement gaps in math and science in eighth graders with (N=296) and without (N=1608) learning disabilities (LD). An abundance of research suggests that motivation and achievement decline during the early adolescent years, and that this decline is often…

Studies suggest that the transition to middle school is associated with a decline in motivation and performance for a number of children. This longitudinal study examined changes in motivation in English and mathematics across and after the transition from elementary to middle school. Of particular interest were changes in personal goal…

This paper describes a study that examined relationships among students' goals, efficacy beliefs, news-seeking behavior, and current events knowledge. The study expands on previous work on students' achievement related goals by examining the effects of goals and self-efficacy on knowledge of current events, a sub-domain of social studies. A sample…

Although school violence is an important topic to the U.S. public, little research has examined issues of violence and bad behavior in schools, particularly among early adolescents. To fill this need, research on the transition from elementary to middle grades, to include the domain of violence, is covered in this paper. Three aspects of violence…

Recent studies have documented a decline in academic performance and motivation as students move from elementary to middle level schools. This paper expands these studies in three ways: (1) by examining the classroom-level differences among middle school students' motivation to see if motivational constructs vary by classroom; (2) by exploring the…

Meaningful change is possible only when supported by leadership at the classroom, school, district, and state levels. University of Michigan's Coalition Project was designed to change the motivational culture of a middle school by realigning schoolwide policies and practices with desired changes (emphasis on effort, improvement, and mastery) in…

Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not…

This paper presents findings of a study that used goal orientation theory as a guiding framework for a collaborative effort with middle school principals, teachers, and parents over a 3-year period. The intervention sought to change policies and practices so that they would reflect more of a task-goal orientation and less of an ability-goal…