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"Middle school students Fiction."
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Piper Morgan plans a party
Piper is excited to help her mom plan a big party for another girl her age. After all, who doesn t love a good party? But when Piper and her mom arrive, they are in for an unpleasant surprise: A spoiled little girl, a huge mansion, and a list of impossible demands from the birthday girl that includes a real-life princess and grape jelly beans. How will they ever pull off the show-stopping party that Emmy is demanding? It seems like no matter what they suggest, Emmy is never happy. Can Piper help her mom pull off the best party ever? Or will the party turn into a big fat mess?
Book
Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books
Reading is a complex task that requires cognitive and emotional engagement. The integrated instruction approach, incorporating strategy instruction and literature circles, was developed to improve Chinese students’ reading comprehension, reading motivation, and strategy use in reading fiction books. The current study adopted a quasi-experimental pretest–posttest treatment–control group design. A total of 87 sixth graders (aged 11–12 years) were assigned to three groups, receiving integrated instruction (INI), literature circle (LC), or traditional Chinese instruction (TRC), respectively, over 12 weeks. A reading comprehension test, reading motivation questionnaire, and strategy questionnaire were used to measure students’ abilities before and after the quasi-experiment. Paired-samples t-tests, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) were used to compare reading-related outcomes within and between groups. The results indicated that the students in the INI group significantly improved their reading comprehension, all aspects of reading motivation, and strategy use; the LC and TRC students also significantly improved some aspects of their reading motivation and strategy use, but to a lesser degree than the INI students. These findings reveal evidence-based effects of INI and LC on multiple reading outcomes in the Chinese cultural and lingual context.
Journal Article
Falling in
Middle-schooler Isabelle Bean follows a mouse's squeak into a closet and falls into a parallel universe where the children believe she is the witch they have feared for years, finally come to devour them.
Book
Enhancing Students' Imagination: The Effectiveness of Story Map Based on Digital Comics for Fantasy Story Writing Skills of Junior High School Students in Indonesia
This research attempts to evaluate (1) the difference in fantasy story writing ability between grade VII students of SMP Negeri 1 Pejawaran who participate in learning with the digitalcomic assisted Story Map strategy and those who do not, (2) prove the effectiveness of these strategies in improving their ability to write fantasy stories. The method used was an experiment with the design of a pretest-posttest control group. The subject of the study was a grade VII student of SMP Negeri 1 Pejawaran, Banjarnegara Regency. The data collected in this study was collected by means of written tests before and after treatment or what is called an intervention. Sample selection is carried out by matching the initial ice scort or called a pretest to ensure that the two groups, namely the experimental group and the control group, will have equal initial capabilities. After it was confirmed that the data had met the requirements for normality and similarity of variance, the analysis was carried out using a t-test with a significance level of 0.05. The validity of the research instrument was tested through the validity of indicators and constructs. The results of this study show that there is a significant difference between the experimental group and the control group, this shows that the t-value in the final test or called the posttest is 2.667 and the p-value between the pretest and the post-test shows a t-value of -3.956 and a p-value of 0.000. This shows that the use of Story Map techniques supported by digital comics significantly affects students' writing skills. It can be concluded that the use of digital comics will greatly support the Story Map technique which is a creative and effective way to help students develop fantasy story writing skills. This approach will also support teachers in creating more interesting and fun learning while being able to increase student motivation and learning outcomes.
Journal Article
Luv ya bunches
Four friends--each named after a flower--navigate the ups and downs of fifth grade. Told through text messages, blog posts, screenplay, and straight narrative.
Book
Engagement With Young Adult Literature: Outcomes and Processes
This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self-selected, self-paced reading of compelling young adult literature. The primary data were 71 end-of-year student interviews, supported by end-of-year teacher interviews, biweekly observational data, on-the-fly conversations with students, and video/audio records of student-initiated book discussions. An inductive analysis yielded 15 main categories of outcomes, including changes in students' identities, in their sense of agency, and in their relational, moral, and intellectual lives. The web of relationships among the processes and outcomes is examined through 317 causal statements made by students in interviews. Finally, a case study illustrates the cascading and reciprocal effects of engaged reading on one student's development. These adolescents showed, to varying degrees, an awareness of these processes and self-transformations, and thus a sense of agency with respect to their own development-their personhood and future narratives. This study raises questions about the adequacy of existing models of engagement for explaining students' engaged reading experiences and about currently advocated approaches to teaching English language arts that (a) minimize the roles of engagement and fiction, (b) require students to read the same text, (c) focus on engaged reading as an individual cognitive act without regard for the social nature of literate and human development, and (d) expect uniform outcomes across students.
Journal Article
The class
\"A sixth-grade class comes together to support a classmate in need, each of them giving their own perspective on the goings on\"-- Provided by publisher.
Book
Austrian Physics Teachers’ Views on Language and Inclusive Content Learning in Multilingual Classrooms
The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education.
Journal Article
Confessions : a novel
\"After calling off her engagement in wake of a tragic revelation, Yūko Moriguchi had nothing to live for except her only child, four-year-old Manami. Now, following an accident on the grounds of the middle school where she teaches, Yūko has given up and tendered her resignation. But first she has one last lecture to deliver. She tells a story that upends everything her students ever thought they knew about two of their peers, and sets in motion a maniacal plot for revenge\"-- Page 4 of cover.
Book
The Influence of Digital Comic Folktale Learning Media on Fantasy Text Writing Skills in Junior High Schools
This study aimed to describe (1) influence of digital comic folktale learning media on fantasy text writing skills; (2) students’ perceptions of using digital comic folktale learning media to improve fantasy text writing skills through the adoption of quantitative and qualitative mixed methods. The data were sourced from pretest, posttest, student’s interviews, and questionnaire distributed through Google Forms. Quantitative methods used t-test in SPSS 27 with questionnaire, while qualitative methods used student interviews. Subsequently, the qualitative and quantitative data were integrated through thematic analysis. The results showed that students' posttest scores increased compared to the pretest. The maximum score for fantasy text writing skills in the pretest was 90, with minimum and average scores of 70 and 78.57, as well as a standard deviation of 4.18. Meanwhile, the maximum score for fantasy text writing skills in the posttest was 95, with minimum and average scores of 72 and 83.87, as well as a standard deviation of 5.17. Based on the questionnaire results and interviews, students were interested and motivated to participate in fantasy text using digital comic folktale learning media.
Journal Article