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Academic misconduct remains a perennial concern in tertiary education around the globe. Research intended to explain this phenomenon has been conducted for almost 100 years. One of the most cited researchers is Donald McCabe, whose work was rooted in a survey instrument he developed in the late 1980s and distributed to 100,000 + students over the following two decades. Recognizing the need to continue to understand academic misconduct in the 21st century context, the present study updated and validated the original McCabe instrument as an inventory of academic misconduct behaviors, and derived psychometrically sound factors of the same to enable researchers to examine the predictors of these behaviors. Specifically, our updated instrument (named MIAMI: McCabe/ICAI Academic Misconduct Inventory) was shown to have construct validity through associations with the following predictors in a survey of tertiary students (n = 2329): academic integrity climate, peer norms, moral attitudes, and achievement goal structures. The updated survey will facilitate further research that will advance our understanding of academic misconduct and test the efficacy of interventions designed to promote academic integrity. [ABSTRACT FROM AUTHOR]

This essay summarizes the literature on the differences in perceptions between adolescent students and parents of parental involvement in education and discusses how such different perceptions are linked to students' academic achievement and other outcomes. We present psychological research on why students' perceptions of parental involvement are stronger predictors of academic outcomes than parents' perceptions. We then highlight empowering student voice as a strategy to improve parental involvement and school-family partnership practices, programs, and policies. Research on student-led parent-teacher conferences is discussed as a real-world example of students actively engaging in school-family interactions. We recommend evidence-based strategies that school leaders and teachers can use to support students in playing an active role in improving school-family partnerships. We conclude by describing gaps in existing research that will benefit from future research on the topic. [ABSTRACT FROM AUTHOR]

The disruption of in-person delivery of a sexual health education curriculum to students in 19 urban middle schools in the Midwestern United States was one of many complications in education due the COVID-19 pandemic. Given time constraints and need for program delivery, community partners collaborated to convert the curriculum for virtual delivery. A team of school health education experts, sexual health education professionals, educational psychologists, and an E-learning professional worked together in curriculum conversion, leveraging knowledge and expertise for production of a virtual sexual health education curriculum tool for educators to use for teaching middle school students learning in a virtual format and as an aid for future in-person delivery. [ABSTRACT FROM AUTHOR]

Family engagement in middle school is essential to ensure optimal learning. Middle-level educators (typically Grades 5 or 6 through Grade 8 in the U.S.) play a pivotal role in helping to guide parents' understanding of their evolving roles in supporting their adolescents' academic success. Students particularly benefit from (a) parental support for learning that is developmentally appropriate, and (b) age-appropriate boundaries and positive relationships resulting in the perception that adults in their lives care. These strategies, supported by open lines of communication and effective partnerships between schools and parents, can support the academic success of middle school students and build collective trust between educators and parents. In this article, we provide research-based strategies for middle-level educators to effectively communicate with parents to bolster developmentally appropriate family engagement. These strategies are paired with examples demonstrating how the research translates into practice. [ABSTRACT FROM AUTHOR]

Objective: The prevalence of verbal aggression in schools is well documented; however, most of this research focuses on verbal aggression between students. Examination of student verbal aggression toward teachers is limited. This qualitative investigation explores events that frequently precede and follow student verbal aggression toward teachers using an antecedent-behavior-consequence (A-B-C) framework. Method: The sample includes 98 prekindergarten through 12th-grade teachers who experienced verbal aggression from a student and identified an antecedent and consequence of the incident. Conventional content analysis was conducted to identify common types of verbal aggression, antecedents, consequences, and A-B-C patterns among teacher-directed verbal aggression incidents perpetrated by students. Results: Findings reveal threats were the most common type of verbal aggression and varied across developmental level, with high school teachers reporting more threats than elementary teachers. In terms of A-B-C patterns, student verbal aggression was precipitated by disciplinary action; the aggression then led to the student's removal from the classroom or school, school staff becoming involved, or a positive outcome (e.g., an apology or a service provision). Teacher directives (e.g., requesting a student to sit down or complete classwork) led to verbal aggression, resulting in administrative inaction. Finally, academic performance–related situations (e.g., grades) led to verbal aggression followed by student removal. Conclusions: Common antecedents, consequences, and patterns suggest strategies for preventing and addressing verbal aggression, such as training for teachers and administrators, effective classroom rules, facilitation of student engagement, and improved discipline policies and practices. [ABSTRACT FROM AUTHOR]

Feedback is a powerful means for promoting learning, but not all forms of feedback are equally effective. Guided by a large body of feedback research, we argue that personalized feedback provides a particularly important opportunity for enhancing motivation and achievement among middle school students. In this article, we review the extant literature on personalized feedback strategies and discuss four recommended feedback principles. We provide specific examples for applying them in middle school classrooms to promote student motivation and achievement. In addition, we discuss how each recommended principle aligns with the developmental needs of middle school students. We conclude with an example of how technology can facilitate the personalized feedback process. [ABSTRACT FROM AUTHOR]

This article focuses on the integration of motivation research and the field of special education. Both the fields involve a high degree of specialized knowledge. The complexities inherent in each field mean that efforts to investigate the motivation of exceptional students are fraught with unknown perils for the ill-prepared researcher. Motivation theories include terminology that is used in everyday language, but that has a different or more specific meaning. The difference between everyday and specialized meanings of terminology can render motivation research confusing for those in other field.

Assesses the benefits of broadcasting the Channel One news programs to middle schools in the United States. Effectiveness of viewing Channel One as a learning activity; Attitudes toward Channel One; Factors that enhance learning from Channel One.