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This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to examine the differences for students across language status. In our study, we sought to find the average levels of text length, cohesion, connectives, syntactic complexity, and word-level complexity in this sample across Grades 7-12 by sex, by English learner status, and for essays scoring above and below the median holistic score. Mean levels of variables by grade suggest a developmental progression with respect to text length, with the text length increasing with grade level, but the other variables in the model were fairly stable. Sex did not seem to affect the model in meaningful ways beyond the increased fluency of women writers. We saw text length and word level differences between initially designated and redesignated bilingual students compared to their English-only peers. Finally, we see that the model works better with our higher scoring essays and is less effective explaining the lower scoring essays.

Purpose: Considering the lack of practical Comprehensive School Physical Activity Program (CSPAP) experiences within Physical Education (PE) Teacher Education, the study's purpose was to examine the experiences of PE preservice teachers, a PE teacher, and the university faculty who implemented a CSPAP, and the students who participated in the program. Method: An 8-week before-school program was implemented in a middle school from Fall 2018 to Spring 2022. One hundred three preservice teachers assisted in implementing the program as part of coursework. Data were gathered through preservice teachers' journals and focus group discussions, interviews with the university faculty and PE teacher, and students' surveys. Results: Data were inductively analyzed, and themes were expand preservice teachers' view beyond PE, benefits for preservice teachers and students, and future opportunities. Discussion/Conclusion: Incorporating CSPAPs into PE Teacher Education curriculum through school–university partnerships can provide practical experiences for preservice teachers to build competency in implementing CSPAPs in schools. [ABSTRACT FROM AUTHOR]

Introduction: The field of poetry learning is currently facing significant challenges, primarily due to a lack of motivation and interest among students. This has resulted in educators encountering difficulties in identifying suitable educational alternatives. To address the latter issue, immersive learning has emerged as a potential solution, as it has been demonstrated to enhance motivation and learning outcomes in a multitude of fields. Methods: In light of the aforementioned considerations, this field study seeks to examine the potential of virtual reality (VR) tools in enhancing the memorization of poetry by increasing the engagement of the participants. The study concentrated on the acquisition of a French poem by a group of middle school students. A virtual environment has been developed for this purpose, tailored to the poem in question. The experimental design included a pretest, segmented learning sessions, a posttest, and a retention test. To evaluate student engagement, both motivation and sense of presence were measured using Likert-scale questionnaires, while memorization performance was assessed through a scoring system based on recall accuracy. Results: The findings reveal that the VR group demonstrated significantly higher motivation than the control group, with a mean difference of 12.626 on a 7-point Likert scale (six items), indicating that VR is a notably more effective tool for enhancing motivation in poetry learning than traditional methods. Additionally, the VR group reported a significantly stronger sense of presence, with a mean difference of 6.111 on the same questionnaire scale, further suggesting that VR enhances students' sense of immersion in the learning experience. These results indicate that students using VR exhibited higher levels of overall engagement than those in the control group. Discussion: However, this increased engagement did not lead to improved memorization outcomes, as there was no significant difference in recall accuracy between the two groups. A potential explanation for this discrepancy is the "novelty effect" of VR, which may have distracted students from focusing fully on the memorization task. The implications of integrating VR in educational settings are thus discussed. [ABSTRACT FROM AUTHOR]

Background: Health disparities lead to negative COVID-19 outcomes for Hispanic/Latino communities. Rapid antigen testing was an important mitigation tool for protecting schools and their communities as in-person learning resumed. Within the context of a 3-middle-school non-inferiority trial we assessed acceptability and appropriateness of at-home and school-based COVID-19 antigen testing and implementation barriers and facilitators to facilitate district-wide scale up. Methods: Guided by the Consolidated Framework for Implementation Research (CFIR) and acceptability and appropriateness implementation outcomes, we collected post-implementation qualitative (n = 30) and quantitative (n = 454) data in English and Spanish from trial participants, in-depth feedback sessions among program implementers (n = 19) and coded 137 project meeting minutes. Verbatim transcripts were thematically analyzed. We used multivariate linear models to evaluate program acceptability and appropriateness by COVID-19 testing modality and mixed qualitative and quantitative findings for interpretation. Results: Questionnaire respondents closely matched school demographics (> 80% Hispanic/Latino and 8% Filipino/Asian Pacific Islander). While both testing modalities were rated as highly acceptable and appropriate, at-home testing was consistently favorable. Qualitative findings provided actionable areas for at-home testing program refinement, guiding district-wide scale up including: maintaining a learning climate to accommodate modifications as guidelines changed, needs of the school community, and implementation challenges; ensuring an engaged school leadership and sufficient human resources; improving educational communication about COVID-19 and technology ease of use; and increased time for pre-implementation planning and engagement. Conclusions: Results underscore the value of the CFIR to inform program implementation, particularly programs to reduce disparities during a public health emergency. Results support optimal testing implementation strategies centering the needs and perspectives of Hispanic/Latinos. [ABSTRACT FROM AUTHOR]

Introduction: Caffeine is a psychostimulant possessing arousal, motor activation, and reinforcing properties, which is consumed daily by most adolescents aged 12–19 years. Although current understanding of the implications of adolescent caffeine consumption for school behaviors remains incomplete, studies have shown that in addition to acute effects of the drug, in common with other habit‐forming psychoactive substances, regular use leads to physical dependence, evidenced by recurring negative withdrawal symptoms. Methods: Employing two waves of longitudinal data, we tested the prospective association between daily caffeine use and homeroom teacher‐observed self‐control and problem behavior in a sample of middle‐school students in 20 schools in West Virginia in the United States. Caffeine was operationalized with two dichotomized variables, daily consumption of <100 mg, and daily consumption of >100 mg, versus no daily use. Gender, mother's education, family financial status, social support by primary caregiver and adults in school, and school climate, were applied as covariates in linear mixed models. Results: Daily caffeine use of >100 mg was robustly and inversely associated with self‐control and positively associated with problem behavior. Conclusions: Caffeine consumption and associated withdrawal symptoms may be an important factor in problematic school behavior among adolescents. Recent advent of highly concentrated caffeine products (e.g., caffeine "shots") commonly marketed directly at youth, should give rise to concerns including consideration about limiting caffeine consumption among children and youth. [ABSTRACT FROM AUTHOR]

Early adolescent self-identifying Black youth present with high rates of suicidality. This study assesses associations among 7 explanatory variables (sex, weapon carrying, weight perceptions, grades, grade level, bullying at school, and cyberbullying) and suicide ideation, planning, and attempts, and identifies associations with suicidality as a composite measure among a sample of Black middle school adolescents (BMSA) in the United States. Data were extracted from the 2019 Middle School Youth Risk Behavior Survey. Descriptive statistics were calculated, and associations between suicide ideation, planning, and attempts were explored. A network graphical representation of polychoric and tetrachoric correlations across suicidality outcomes and explanatory variables was performed. A multivariable, multinomial logistic regression model estimated associations among explanatory variables and suicide ideation (with and without planning) and planning (with and without ideation). Both suicide attempt and a composite suicidality metric were explored using independent logistic models with multiple imputation. The sample included 7,643 self-identifying BMSA. Our findings indicate that approximately 28% reported suicidality. Prevalence rates were found of about 1 in 4 BMSA for suicidal ideation, 1 in 6 for suicidal planning, and 1 in 10 for attempting suicide. Female BMSA, victims of cyberbullying, and BMSA carrying a weapon experienced significantly higher odds of all suicidality outcome measures. Practical implications for identifying and screening suicidality among BMSA to guide suicide prevention efforts are necessary. Findings validate the need for informed cultural approaches to suicide screening and prevention efforts to reduce suicide risk outcomes, especially when identifiable environmental factors are strongly associated with those outcomes. Suicide rates have alarmingly increased for early adolescent Black youth, and exploring factors that inform suicide risk behavior outcomes is necessary for this population. Using responses of 7,643 Black middle school adolescents who participated in the 2019 Youth Risk Behavior Survey, the authors found that approximately 28% of Black middle school adolescents reported some form of suicidality with higher odds experienced among female participants. Other factors associated with suicidality included carrying a weapon, being bullied, being cyberbullied, and reporting lower grades in school. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented sexual and/or gender groups in science. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. While citing references scientifically relevant for this work, we also actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our reference list. While citing references scientifically relevant for this work, we also actively worked to promote sex and gender balance in our reference list. [ABSTRACT FROM AUTHOR]

Students' academic engagement is greatly informed by a classroom's social climate. However, more research is needed regarding how specific peer behavior, especially prosocial behavior, come to shape academic engagement. The present study investigated whether students' perceptions about their classmates' prosocial behavior were associated with their academic engagement (cognitive, behavioral, affective) across the school year. Indirect effects via increases in students' own prosocial behavior were examined. Participants were 905 middle school students from rural, low-income communities in the Midwestern United States (50% girls, 46% boys; Mage = 12.94 years). Students completed self-report surveys in the fall and spring of the 2022–2023 school year. Results revealed that students' perceptions of their classmates' prosocial behavior were positively associated with students' own prosocial behavior. Students' own prosocial behavior was positively associated with all three dimensions of engagement. The positive indirect effect of classmates' prosocial behavior on engagement through students' own prosocial behavior was significant. The findings highlight the importance of classmates' behavior on individuals' academic engagement and offer insights into classroom-based interventions aimed at improving collective behavior. [ABSTRACT FROM AUTHOR]

Because it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies' findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement. [ABSTRACT FROM AUTHOR]

Building on previous research that demonstrates the association of youth experiences in afterschool science and higher science identities, this paper presents a network study of 421 middle school students that examines afterschool science participation, friendship ties, and science identities. Participation in afterschool science clubs is associated with higher science identity, but the mechanisms and order of causality are unclear. Youth form friendships inside and outside of school, and peers may influence participation in afterschool activities, as empirical research on friendships shows that they are associated with youth interests. These peer interactions also have the potential to shape identity development during adolescence. In this study, we explore associations among youth participation in afterschool science clubs, peer friendship groups, and science identity. We find that youth who participate in afterschool science clubs have higher science identities than those who do not participate. Additionally, having friends in afterschool science clubs is associated with higher science identity, even among students who report not participating in clubs themselves. Results suggest that afterschool science clubs support youth science identities, even beyond those who directly participate. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the sense of school belonging and sportspersonship behaviors of students who participate in traditional children's games. The research was designed using a quasi-experimental model with a pre-test and post-test control group and was conducted over a period of 16 weeks. The study group consisted of a total of 1871 students, including 1379 middle school and 492 high school students, continuing their education in Eskil, Aksaray during the 2023–2024 academic year. The experimental group students participated in the games and inter-school tournaments within the scope of the "2nd I Live My Values with Traditional Games Project" No intervention was applied to the control group after the introduction of the games. The "School Belongingness Scale" and the "Physical Education Course Sportspersonship Behavior Scale" were used as data collection tools. For data analysis, MANOVA, paired samples t-test, and regression analysis were employed. The findings of the study indicated that both the experimental and control groups showed positive scores in pre-test and post-test measures of school belongingness and sportspersonship behaviors. However, the experimental group demonstrated significant improvements in their sense of school belonging and sportspersonship behaviors in favor of the post-test. While no significant change was observed in the control group's sense of school belonging, a decline was noted in their sportspersonship behaviors. The experimental group exhibited greater development in school belongingness and sportspersonship behaviors compared to the control group. Although middle school students showed improvements in their sense of school belonging, high school students experienced a more substantial emotional development. No significant differences were found in school belongingness and sportspersonship behaviors based on the students' gender. Sportspersonship behavior predicted school belongingness by 11%, suggesting that positive sportspersonship behaviors increased school attachment among children. In conclusion, it was determined that students participating in traditional children's games developed a more positive sense of school belonging and sportspersonship behaviors over time. Based on the positive outcomes of student participation in traditional games, it is recommended to promote these games, incorporate them into physical education classes, and increase participation in tournaments. [ABSTRACT FROM AUTHOR]

Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The intervention led to significantly higher oral reading fluency (η2 =.49), and higher scores on a researcher-created maze test for science (η2 =.10) and social studies (η2 =.13). Student variables (i.e., receiving English as a second language services, special education, or a free or reduced-price lunch) did not predict student outcomes and added negligible to small amounts of variance. Therefore, the effects seemed to be positive regardless of student-level factors. Potential implications for practice and research are included. [ABSTRACT FROM AUTHOR]

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed. [ABSTRACT FROM AUTHOR]

This study explores teachers' use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms. The results showed that the teachers used Spanish mainly for classroom management purposes like redirecting behavior and reiterating instructions previously given in English. There were inconsistencies between teachers' practices and beliefs regarding Spanish use. The school's English-centered policy and a lack of validation of language as a resource for science learning hindered the use of Spanish as a tool for science learning. The implications of the findings for teacher professional development were discussed. [ABSTRACT FROM AUTHOR]

Middle school is a time of transition associated with increases in peer victimization (PV) and stress that warrant additional attention. Middle school students (N = 256; 54.7% male; Mage = 12.24, SDage =.94) completed measures of PV, negative life events (NLEs), anxiety, and depression. Students were assessed across 6 time points to examine if PV and the number of NLEs at baseline (Time 1; T1) had a unique and interactive effect on symptoms of depression and anxiety concurrently and over three school years. Results suggest that T1 PV, T1 NLEs, and their interactions were significantly associated with concurrent depression. Moreover, the association between T1 PV and the trajectory of depression was moderated by T1 NLEs. Associations with anxiety were not as substantial; nonetheless, T1 PV was significantly associated with concurrent anxiety. Findings clarify the cross-sectional and longitudinal association between PV and NLEs on internalizing symptoms in middle school with an emphasis on the substantial risk of depression symptomatology. [ABSTRACT FROM AUTHOR]

Research has shown that students with disabilities are more likely to maintain a lower social participation status than their peers. One aspect of social participation is the social relationships between these students and their peers. This study examined the friendship and hang out networks of students with and without disabilities in a highly diverse middle school in Southern California. Results indicated that students with disabilities were significantly less nominated as friends and significantly less nominated as hang out partners. Further regression analyses examined the students' friendship and hang out networks. For both, the hang out and friendship in-degrees, results supported the hypothesis that students with disabilities have exhibited lower social participation compared to their peers. [ABSTRACT FROM AUTHOR]

Well‐designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th‐grade students' (N = 760) in‐game performance (ie, strategy efficiency, mathematical validity of the first action, mathematical errors) and help‐seeking behaviours (ie, hint requests) correlated with their algebraic knowledge in an online mathematics game. The k‐means cluster analysis identified four groups of students based on their in‐game metrics, and some variabilities in their in‐game performance were found. Although hint requests were available, only a few students showed a high percentage of hint requests during their gameplay. The regression analysis revealed that students' in‐game performance and help‐seeking behavioural patterns explained a significant amount of variance in students' algebraic knowledge above and beyond their prior knowledge. Our results suggest that how students interact with the online learning game is related to their later math performance, and qualitative aspects of student behaviours captured using log data provide meaningful information to students' algebraic understanding. Practitioner notesWhat is already known about this topic Well‐designed online educational games can improve students' math knowledge, skills, and engagement.Several studies found that some in‐game metrics, such as in‐game progress or correctness of tasks, are positively associated with learning outcomes.However, many studies used simple metrics like the correctness of each task or the number of problems completed to measure students' performance in the game.Few studies measured more in the moment or qualitative aspects of student in‐game performance, for example, how efficiently students solved problems in the game.What this paper adds In‐game metrics measuring more in the moment and qualitative aspects of students' problem‐solving explained a significant amount of variance in students' algebraic knowledge above and beyond students' prior knowledge.Students' strategy efficiency and strategic planning were positively associated with students' math problem‐solving performance.Although hints were available for almost all problems, only a few students exhibited a high level of help‐seeking behaviours, and the students with the lowest in‐game performance who needed help the most showed low help‐seeking behaviours.Implications for practice and/or policy Classifying students into profiles could provide ways to identify students with different levels of problem‐solving skills and help teachers provide more personalized instruction.Teachers could use this information as a formative assessment to identify the core areas of intervention needed, particularly for students struggling with math concepts taught in the game.Instructional strategies that make hints more appealing or engaging to students might be needed. [ABSTRACT FROM AUTHOR]

Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students (N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the research literature (2015–2024) on the curriculum, instruction, and assessment related to middle-level teacher development. This review was part of a larger exploration of middle-level teacher development. Initially, we located 63 articles through our search terms on the curriculum, instruction, and assessment in teacher development. From there, we contributed to an updated research agenda for middle-level education. Through continued analysis and discussion, we identified trends in each area and across these three areas. We review the literature, highlight trends, and offer recommendations for middle-level educators and researchers. [ABSTRACT FROM AUTHOR]

This study focuses on the local environment activity process, conducted within the context of place-based art education. The research was designed as a holistic single-case study and was conducted with 25 middle school students aged 10–11, who were studying in the 5th grade in Turkey. Criterion sampling was used to determine the study group. The data were collected through worksheets, participant diaries, course evaluation forms, and artistic works and were analysed inductively. The findings indicate that students could think critically and feel the place physically, emotionally, socially, and individually by questioning and observing the local environment. [ABSTRACT FROM AUTHOR]

As evidenced by national data, a large proportion of students in middle school, content area classrooms in the United States (U.S.) may be considered developing readers. Evidence-based literacy practices and explicit instructional practices can support these students' literacy development. Yet, research suggests that teachers often miss opportunities to integrate evidence-based literacy practices to support students' access to text, and little is known about middle school teachers' use of explicit instructional practices. In this observation study, we document 17 U.S. middle school teachers' use of both explicit instructional practices and evidence-based literacy practices across 51 lessons in general education language arts, science, and social studies classrooms. We find that most explicit instructional practices and literacy practices were infrequently utilized across all content areas; within some content areas, some of these important practices were not used at all. We discuss the contexts in which explicit instruction and/or evidenced-based literacy instruction did occur, and the importance of school-wide literacy models and related professional learning opportunities to increase middle school content-area teachers' ability to support developing readers. [ABSTRACT FROM AUTHOR]

AbstractThis article introduces a middle-school level, NGSS-aligned, inquiry-based approach to teaching weather and climate concepts in grades six through eight using free online resources including Google Earth. Inquiry-based learning has been shown to improve student achievement, but Earth’s climate systems are complex and macroscopic, making inquiry-based teaching difficult. This tends to result in a teacher-centric approach to teaching climate in middle school, where lectures and authoritative videos predominate. Unfortunately, in this educational setting, many people develop climate misconceptions and tend to view climate change as a minor issue or a matter of personal belief. This lesson offers an alternative approach in which technology provides a scaffold to inquiry-based learning. After an unusual weather phenomenon such as a snowman in the desert is introduced, students use Google Earth to explore the contrasting forest and desert found on opposite sides of some mountain ranges. With Nullschool Earth, students explore daily historical wind data to model prevailing winds and develop an understanding of how patterns in the motion of air masses create the rain shadow effect. This lesson helps students begin to model the complex Earth systems that create climate and to understand the distinction between weather and climate. [ABSTRACT FROM AUTHOR]

Introduction: This study examines the social impact and psychological effects of the COVID-19 pandemic on the growth of adolescents students, aged 11-13, on well-being and learning. Methods: Said review, therefore, will consider all the report of scientific works published since 2020 on the following platforms: SCOPUS, PsycoInfo, and Web of Science. Specifically, the research has selected all studies concerning students aged 11-13. Furthermore, the authors have restricted the scope of the study to two fundamental aspects of the above-mentioned subjects, such as their physical and psychological well-being and didactic learning following the COVID-19 pandemic. The justification for choosing such themes lies in the fact that the SARS-CoV-2 pandemic and the ensuing measures adopted to curb its spread have had -and very likely will continue having-sizable repercussions in the life of each individual, especially in students considered, whose psychological and physical well-being has been considerably affected. Results: In particular, during the peak of the pandemic and its subsequent phases, the various measures issued to limit contagion have completely compromised and disregarded the rights of children and youngsters. Suddenly, leisure, sport, play, relations, and socialization disappeared from their lives. Besides, in the early stages of the pandemic, remote teaching replaced face-to-face teaching, later to become an intermittent system in the red- and orange-labelled areas of the country. Consequently, such measures have severely limited opportunities for learning, growth, curiosity and creating relationships that are typical of both a school and outside environment. Concerning the well-being of the subjects considered, a review of the target literature indicates a wide range of psychological and physical disorders, such as malaise, eating and sleep disorders, addiction to games, internet, alcohol, and drugs. For what regards, instead, the realm of learning, most studies highlight a diminished school performance as the main implication of remote teaching. Furthermore, a remarkable number of studies reveals substantial social inequalities; specifically, students coming from middle class families have managed to maintain higher quality educational standards in a critical context such as the pandemic, while those students coming from socially disadvantaged families have had fewer learning opportunities both in terms of time and range of experiences (due to lack of electronic devices, Internet connectivity, homework, continuity of after-school activities). In summary, if the school system pre-COVID-19 already presented significant limitations in its ability to reduce existing social inequalities, school closures during lockdowns pose enormous challenges in developing effective policies to compensate learning losses and inequalities. Discussion: Therefore, based on the results shown, the necessity arises of an emergency plan with social and educational objectives to restore those social, emotional, and cognitive abilities that are compromised. In general, it is the responsibility of countries and governments to guarantee the right to education in these difficult times, while avoiding any type of inequalities and establishing a digital learning system, that allows to face situations such as those generated by the Coronavirus, thus preventing those situations of serious anxiety and stress that have affected most subjects. [ABSTRACT FROM AUTHOR]

Students' motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students' individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students' perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13–16) and 5476 high school students (aged 17–20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students' self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context. [ABSTRACT FROM AUTHOR]

Teaching middle school students with learning disabilities strategies for writing essays that incorporate information from source texts helps prepare them for academic success. The purpose of this pilot study was to investigate the effects of self‐regulated strategy development (SRSD) writing instruction using technology tools implemented by special education teachers on the source‐based argumentative writing performance of middle school students with learning disabilities. In this quasi‐experimental, pretest–posttest design study, three middle school special education teachers engaged in online Practice‐Based Professional Development. The teachers then implemented SRSD writing instruction to teach source‐based argumentative writing with technology tools. Implementation of the SRSD writing instruction by special education teachers positively impacted the number of argumentative elements, quality, number of transitions and length of students' source‐based argumentative essays. Teachers implemented the intervention with high fidelity and quality and felt that the intervention supported their students' writing. Teachers and students were positive about the SRSD writing instruction. This study adds to the evidence base that SRSD is an effective writing intervention for middle school students with learning disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of South Architecture / Nanfang Jianzhu is the property of South Architecture Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Health disparities lead to negative COVID-19 outcomes for Hispanic/Latino communities. Rapid antigen testing was an important mitigation tool for protecting schools and their communities as in-person learning resumed. Within the context of a 3-middle-school non-inferiority trial we assessed acceptability and appropriateness of at-home and school-based COVID-19 antigen testing and implementation barriers and facilitators to facilitate district-wide scale up. Methods Guided by the Consolidated Framework for Implementation Research (CFIR) and acceptability and appropriateness implementation outcomes, we collected post-implementation qualitative (n = 30) and quantitative (n = 454) data in English and Spanish from trial participants, in-depth feedback sessions among program implementers (n = 19) and coded 137 project meeting minutes. Verbatim transcripts were thematically analyzed. We used multivariate linear models to evaluate program acceptability and appropriateness by COVID-19 testing modality and mixed qualitative and quantitative findings for interpretation. Results Questionnaire respondents closely matched school demographics (> 80% Hispanic/Latino and 8% Filipino/Asian Pacific Islander). While both testing modalities were rated as highly acceptable and appropriate, at-home testing was consistently favorable. Qualitative findings provided actionable areas for at-home testing program refinement, guiding district-wide scale up including: maintaining a learning climate to accommodate modifications as guidelines changed, needs of the school community, and implementation challenges; ensuring an engaged school leadership and sufficient human resources; improving educational communication about COVID-19 and technology ease of use; and increased time for pre-implementation planning and engagement. Conclusions Results underscore the value of the CFIR to inform program implementation, particularly programs to reduce disparities during a public health emergency. Results support optimal testing implementation strategies centering the needs and perspectives of Hispanic/Latinos.

In the case of a physical education and sport teacher, the way in which he or she orients his or her mindset can contribute significantly to communicating and working effectively with students and can positively influence the outcomes of the educational process. The aim of this paper is to conduct a comparative analysis of students’ performance on the Y-Balance test, evaluating and comparing their results to identify and understand differences and similarities in functional ability and balance. The objectives of the study: to identify and analyze student balance levels between the experimental group (who played weekly basketball) and the control group (who followed the regular school curriculum); to analyze differences in performance on the Y Balance test between the two groups of students to determine if playing weekly basketball had a significant impact on balance compared to the control group; To differentiate the results of the Y Balance test in the group that practiced basketball during the experimental period (September – December 2023) and the control group that followed the standard school curriculum, in order to highlight possible changes in balance; To analyze and interpret the balance results obtained, providing an understanding of how regular basketball practice can influence students’ balance.

Abstract The purpose of this study is to examine the sense of school belonging and sportspersonship behaviors of students who participate in traditional children's games. The research was designed using a quasi-experimental model with a pre-test and post-test control group and was conducted over a period of 16 weeks. The study group consisted of a total of 1871 students, including 1379 middle school and 492 high school students, continuing their education in Eskil, Aksaray during the 2023–2024 academic year. The experimental group students participated in the games and inter-school tournaments within the scope of the “2nd I Live My Values with Traditional Games Project” No intervention was applied to the control group after the introduction of the games. The “School Belongingness Scale” and the “Physical Education Course Sportspersonship Behavior Scale” were used as data collection tools. For data analysis, MANOVA, paired samples t-test, and regression analysis were employed. The findings of the study indicated that both the experimental and control groups showed positive scores in pre-test and post-test measures of school belongingness and sportspersonship behaviors. However, the experimental group demonstrated significant improvements in their sense of school belonging and sportspersonship behaviors in favor of the post-test. While no significant change was observed in the control group's sense of school belonging, a decline was noted in their sportspersonship behaviors. The experimental group exhibited greater development in school belongingness and sportspersonship behaviors compared to the control group. Although middle school students showed improvements in their sense of school belonging, high school students experienced a more substantial emotional development. No significant differences were found in school belongingness and sportspersonship behaviors based on the students' gender. Sportspersonship behavior predicted school belongingness by 11%, suggesting that positive sportspersonship behaviors increased school attachment among children. In conclusion, it was determined that students participating in traditional children's games developed a more positive sense of school belonging and sportspersonship behaviors over time. Based on the positive outcomes of student participation in traditional games, it is recommended to promote these games, incorporate them into physical education classes, and increase participation in tournaments.

The COVID-19 pandemic resulted in dramatic changes to the experiences of school for young people around the world as youth and adults navigated changes to instructional format and means of engaging in teaching and learning. School connectedness during the pandemic served a potentially protective role for adolescents during this uncertain time. In this study, we investigate students' (n = 64) experiences of connectedness with their teachers and peers and examine how students' perceptions of belonging relate to their science self-efficacy. We draw on mixed-methods with students at two middle schools using dramatically different instructional approaches. These multiple data sources provide insight into the importance of building and sustaining relationships and connectedness for students' self-efficacy, specifically during the COVID-19 pandemic and beyond. Connectedness to one's science teacher was the strongest predictor of science self-efficacy, and qualitative data describe how connectedness was fostered even when typical approaches were unavailable. [ABSTRACT FROM AUTHOR]

This research aimed to assess the application of Marzano's Dimensions of Learning principles among teachers in public middle schools in Erbil Governorate. Specifically, it examined differences in application levels based on gender and years of experience. Utilizing a descriptive-analytical method, the study involved a sample of 328 middle school teachers. A questionnaire with 50 items across five dimensions—positive attitudes toward learning, acquiring and integrating knowledge, expanding and refining knowledge, purposeful use of knowledge, and productive habits of mind—was used. Results indicated a low overall application level, with an average score of 2.26. Significant differences were found based on gender, favoring female teachers, and years of experience, favoring those with 10 or more years.

Physical education, along with the other fundamental motor activities in the field, is an integral part of the measures regarding harmonious physical development and maintaining an optimal state of health. The specialized literature, from the last period, is rich in studies, articles and works that analyze the content and way of organizing physical education and sports activities. It requires the finding of new methods and means by which to act in practice and the continuous improvement of the existing ones, of the so-called classic, traditional ones based on the new objectives facing this educational object. The importance of motor skills also emerges from the fact that an appreciable number of practitioners and theoreticians of the field argue that the whole set of motor actions and especially their execution method depend to a large extent on the level of development of these skills. This research aims to carry out a theoretical and practical study on the possibilities of developing the forms of force manifestation.

Introduction: Addressing mathematics anxiety is important to ensure that students achieve good academic performance and maintain their mental health during the critical middle school period. However, previous studies have focused on the separate effects of the preconditions for mathematics anxiety, ignoring the interaction of factors. Therefore, this study aims to identify the determinants of mathematics anxiety from the perspective of complex systems via necessary condition analysis (NCA) and qualitative comparative analysis (QCA). To the best of our knowledge, this is the first study to identify configurations of preconditions of mathematics anxiety among middle school students. Methods: A total of 183 middle school students aged 16 to 19 years (Mage = 17.47, SD = 0.89) in China participated in this cross-sectional study. The outcome variable of the study is mathematics anxiety, and the condition variables include mathematics grade, parental support, learning motivation, learning planning, and learning interest. Results: The necessity condition analysis shows that not all the condition variables constitute the necessity condition of mathematics anxiety alone. Four paths for the influence of multiple condition variables on mathematics anxiety are identified via the configuration analysis. Notably, even students with high mathematics scores and learning interest still experience mathematics anxiety due to a lack of practical parental support and learning motivation. High levels of parental support can exacerbate the mathematics anxiety of students under two conditions: 1) a lack of learning motivation and learning plans, and 2) interest in learning but low mathematics scores and unclear learning plans. Discussion: This study highlights the need to consider the comprehensive impact of mathematics anxiety, and the findings will help educators and researchers identify the different characteristics of mathematics anxiety in student populations. [ABSTRACT FROM AUTHOR]

AbstractMotivating girls to enroll in computer science (CS) courses is critically important. Stereotypes that girls are less interested than boys in CS may deter girls. Three preregistered experimental studies (N = 1,053) examined causal links between gender-interest stereotypes and middle school students’ CS motivation. Experiment 1 showed that stereotypes reduced girls’ motivation to enroll, mediated by a lower sense of belonging. Experiment 2 showed that underrepresentation is a cue to stereotypes. Experiment 3 demonstrated that providing information about other girls’ interest countered stereotypes and promoted motivation. Directly addressing stereotypes may be instrumental in promoting equity for all in CS. [ABSTRACT FROM AUTHOR]

To provide meaningful, high-quality learning experiences for students with diverse academic backgrounds, a critical consideration for mathematics educators is student engagement. The approach of team-based learning has allowed for an increase in student-centered class time and demonstrated positive results in tertiary education across multiple disciplines. However, this approach has been primarily used at the tertiary level and has not yet been empirically examined in middle school mathematics. Our mixed methods study of team-based learning in an eighth-grade mathematics class examined the influence of students' team type (i.e., mixed sex, same-sex) and perceptions of team members' contributions on students' engagement in their mathematics class. Results of the study provide evidence for the positive effect of team-based learning on engagement as well as support for the critical role of peer interactions. Our findings provide implications for implementing team-based learning in secondary mathematics education for educators and researchers. [ABSTRACT FROM AUTHOR]

Research has considered the role of social learning in substance use and determined that social influences are powerful determinants of substance initiation. However, the relationships between peer, sibling, and parent behaviors and e-cigarette initiation among early adolescents, and rural youth in particular, have yet to be examined. The present study investigated how peer delinquency, sibling substance use, and parental approval contribute to risk of e-cigarette initiation across middle school while also examining these associations with alcohol use initiation. Adolescents (N = 663) self-reported perceptions of peer delinquency, sibling substance use, parental approval about substance use, and their own e-cigarette and alcohol use. Multilevel survival analyses were conducted to model the risk of initiation and predictors of this risk. Results indicate that the risk of e-cigarette initiation increased by 75% annually as youths progressed through middle school. All social factors were significant predictors of e-cigarette initiation, while perceived peer delinquency and parental approval predicted alcohol initiation. Results emphasize the importance of early intervention for preventing e-cigarette initiation and the influence of peers and parents on alcohol initiation and the influence of peers, siblings, and parents on e-cigarette use. Highlights: This study contributes to our understanding of the risk of e-cigarette and alcohol initiation across middle school in a sample of rural youth. Results suggest that the risk of e-cigarette initiation increased by 75% annually across middle school, but the risk for alcohol initiation remained higher and stable. Findings identified peer delinquency and parental approval as risks for both e-cigarette and alcohol initiation. Sibling substance use was significantly associated with e-cigarette but not alcohol initiation. [ABSTRACT FROM AUTHOR]

This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard's Environmental Justice Theory and Critical Race Theory. The resultant curriculum map, implemented with students, embraced an interdisciplinary, place-based approach, grounded in Indigenous history and contemporary events, and emphasized action- oriented learning. The impact on student learning was profound, as the infusion of justice-based, localized questioning facilitated meaningful dialogue and engagement. Students demonstrated increased awareness, ownership, and civic involvement, sharing newfound narratives with peers and family. This paper provides a comprehensive guide for educators seeking to cultivate critical questioning skills through a community place-based design model. [ABSTRACT FROM AUTHOR]

More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed. [ABSTRACT FROM AUTHOR]

Research examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children's Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD =.88) and 11–13 (Mage = 12, SD =.91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indicate that although both test anxiety and metacognition were significantly related to mathematics achievement, metacognition was not a statistically significant mediator in the relationship between test anxiety and mathematics achievement. Specifically, the knowledge of cognition component of metacognition was the only significant mediator, mediating the relationship between off-task behaviors and mathematics achievement. Findings support the beneficial role of metacognition with the rewarding side of a key implication that without developing metacognitive knowledge, efforts at alleviating test anxiety to maximize achievement in mathematics may well be fruitless. Educational and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Research purposes and design: This study aimed to compare the effects of different explicit approaches used in modeling-based instruction on students' understanding of scientific models and modeling (USMM). In Study 1, a self-study approach was compared to a preliminary explicit approach. In Study 2, preliminary explicit approach and embedded explicit approach were compared. Methods: For the data analysis, t tests and analysis of covariance (ANCOVA) were used to compare students' USMM under the conditions of using different explicit approaches. Findings: Results showed that in the first study, no statistically significant difference was found between self-study approach and the preliminary explicit approach in any of the USMM subscales. In the second study, students who learned with the embedded explicit approach had better understandings in all subscales of USMM, but not in the changing nature of scientific models (CNM) subscale, than those who learned with the preliminary explicit approach. Through qualitative analysis of the data, categories and examples of the teacher's embedded epistemic guidance were illustrated. Suggestions for future professional development and research instrument design are provided. [ABSTRACT FROM AUTHOR]

Puerto Rican students are a growing population in U.S. mainland schools, yet few recent studies have focused on the school contextual and identity-based experiences of Puerto Rican youth. Using stage-environment fit and LatCrit theories, this qualitative study examined seven Puerto Rican adolescent students' perspectives on domains of school context, along with prominent aspects of how they defined "being Puerto Rican," in two urban middle schools. Based on qualitative analyses of student interview and focus groups, findings revealed that students' experiences with teachers, ethnic-racial climate, and sense of belonging were fundamentally contradictory, where examples of purported "equal treatment" were tempered by racialized experiences marked by stereotypes and the suppression of Spanish, especially among male students. However, dimensions of identity-based resiliency such as ethnic pride, sense of familismo with other Puerto Rican students, and being bilingual emerged as sources of strength. We discuss school-based possibilities for the delivery of critically conscious support and ethnic affirmation for students during this critical developmental period, based on our exploratory findings. [ABSTRACT FROM AUTHOR]

As the population of emergent bilingual students in the United States continues to grow, it has become increasingly important to ensure that content area instruction is linguistically and culturally inclusive and accessible. Longitudinal survey and state mathematics assessment data were used to examine how the use of students' home language in the English-medium mathematics classroom related to growth in student achievement and attitudes towards mathematics learning. Surveys from 1,274 students attending four middle schools in a Spanish-dominant community reported on teacher and student use of Spanish as well as attitudes towards learning strategies and mathematics. Structural equation modelling revealed that teachers' use of Spanish predicted students' use of Spanish, which was associated with growth in comfort participating in the mathematics classroom. Increased comfort, moreover, was related to growth in mathematics self-efficacy and, in turn, increased interest in mathematics as well as growth on the state mathematics assessment. [ABSTRACT FROM AUTHOR]

When teachers explain science concepts—for example, the solar wind, or plasma waves—some methods seem to be quick-acting and others long-lasting. Still others pose as many problems as they seem to solve. How, for example, does a parent explain how there can be solar wind without any air in space? How does a teacher explain how there can be plasma waves without any water? Locating metaphor between thinking and speech rather than within one or the other, we work out a single scheme to analyze two conversations with adult Koreans. These suggest that a text studied some ten years ago in middle school science class, replete with striking visual images, has left little more than everyday concepts. Instead of trying to use the striking visual images to refill gaps in the memory, however, the questions asked by a skilled science teacher suggest ways in which thinking could be freed from the middle school dogma of only three matter phases (solid, liquid, gas). To understand a metaphor like "solar wind", we need to replace fixed matters of fact with some more elusive facts of matter. [ABSTRACT FROM AUTHOR]

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Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the efficacy of a new middle-school-classroom forgiveness curriculum in promoting forgiveness and reducing anger. The students in this study were 153 fourth through eighth graders in three regional parochial schools. The students were assigned to forgiveness education or control groups in the fall semester and reassigned to the opposite group in the spring semester. Before-and-after assessments of forgiveness and anger were collected in both the fall and spring semesters. The quantitative results showed that levels of forgiveness increased as expected in both semesters, but anger did not change in expected ways. The qualitative results showed that the children's conceptualizations of the forgiveness process aligned closely with the core forgiveness curriculum content. The results suggest that meaningful work can be accomplished to promote forgiveness in the middle school classroom using this newly developed, efficient, and effective curriculum that can be implemented by teachers and staff. [ABSTRACT FROM AUTHOR]

Objective: The current research was conducted with the aim of designing a Heutagogy curriculum model for the second level of high school in Tehran. Methods: The method of this research is applied in terms of purpose and it was done in an exploratory way that in the qualitative part of the method of thematic analysis and research synthesis and the quantitative part was based on structural equation modeling, the method of data collection was done in a mixed method (quantitative and qualitative) and the research tools in the qualitative part were semi-structured interviews and questionnaires and in the quantitative part. The questionnaire resulted from the qualitative phase. In the qualitative section, the Lausche coefficient (CVR) was used to check the content and Cohen's kappa coefficient was used to check the reliability. In this section, to validate the designed model, experts in curriculum and educational psychology completed the relevant questionnaire. In the qualitative section, data analysis was carried out using thematic analysis and research synthesis based on basic themes, organizing themes, and comprehensive themes. The quantitative part was based on structural equation modeling. The statistical population of the quantitative part includes all the secondary school teachers of Tehran city, who were selected using Cohen's formula, with a sample size of 198 people. Results: At first, the fit of the models related to each of the elements was extracted and at the end, the overall fit of the model was confirmed. The research findings were based on the results of qualitative and quantitative analyzes of the eight elements of flexibility, purpose, educational technology, thinking, facilitation, learner, content and Evaluation for heutagogy curriculum was identified in the second year of high school. Each element had dimensions and components; the total number of identified dimensions was 28 dimensions. Conclusions: The findings predominantly corroborate the formulation of a heutagogy curriculum for the second level of secondary education. [ABSTRACT FROM AUTHOR]

This study analyzed the comprehension strategies and visuals in two science textbook series for grades 6, 7, and 8 as means of better understanding a core element of the ecological component of science literacy. The iScience [Biggs et al. in iScience (Grade 6), McGraw-Hill, 2015a, iScience (Grade 7), McGraw-Hill, 2015b, iScience (Grade 7), McGraw-Hill, 2015c)] and Interactive Science [Buckley et al. in Interactive Science (Grade 6), vol 1, Pearson, 2015a, Interactive Science (Grade 6), vol 2, Pearson, 2015b, Interactive Science (Grade 7), vol 1, Pearson, 2015c, Interactive Science (Grade 7), vol 2, Pearson, 2015d, Interactive Science (Grade 8), vol 1, Pearson, 2015e, Interactive Science (Grade 8), vol 2, Pearson, 2015f] textbook series were analyzed for the frequency of comprehension strategies used in during-reading activities as well as the explicit references of visuals and the level of visual captions. Analysis revealed comprehension monitoring, graphic organizers, and question answering were the most frequently used comprehension strategies. Although the numbers, do not highlight the lack of instruction in those strategies. Further, most visuals were explicitly referenced and had descriptive captions. Findings from this study point to the need for science educators to critically examine how comprehension and visuals instruction are included in the textbooks they use in their classrooms. [ABSTRACT FROM AUTHOR]