Middle School Reading Intervention Programs

Teacher Perceptions of the Effectiveness of Middle School Reading Intervention Programs

Teacher Perceptions of the Effectiveness of Middle School Reading Intervention Programs

Aber, J. L., Brown, J. I., and Jones, S. M. (2003) “Developmental Trajectories Toward Violence In Middle Childhood: Course, Demographic Differences, And Response To School-Based Intervention.” Developmental Psychology, , 39(2), 324-348.

Four swell of facts and numbers on characteristics of children's communal and emotional development renowned to outlook aggression and aggression were assembled in the drop and jump over two years for a agent experiment of 1st to 6th graders from New York City Public Schools (N = 11,160). The outcomes show that RCCP, when consigned as conceived by the school room educators, had important influence on decreasing mind-set and behaviors predictive of aggression and violence.

Bosworth, K., Espelage, D., DuBay, T., Daytner, G., Karageorge, K. (2000). Preliminary evaluation of a multi-media violence prevention program for adolescents. American Journal of Health Behavior, 24(4), 268-80.

Evaluated a computer propelled intervention (SMART Talk) encompassing anger-management and confrontation tenacity modules. 558 middle school scholars were randomly allotted by learned groups to remedy or command situation and considered before and after implementation. The intervention was thriving in weakening students' convictions supportive of aggression and expanding their aims to use nonviolent strategies.

Burrell, Nancy A., Zirbel, Cindy S., & Allen, Mike. (2003). Evaluating peer mediation outcomes in educational settings: A Meta-analytic review. Conflict Resolution Quarterly, 21(1), 7-26.

Conducted a meta-analysis on 43 investigations (published between 1985 and 2003) of gaze mediation programs that contacted the next criteria: (1) concentrated on K-12 scholar community, (2) utilised quantitative procedures producing in numerical discernable consequences, (3) engaged at smallest one variable pertaining to mediation teaching or practices in which conclusions of the genuine teaching or practices were measured. The outcomes overwhelmingly support gaze mediation effectiveness in periods of expanding students' confrontation information and abilities, advancing school weather, and decreasing contradictory behavior.

Fast, Jonathan, Fanelli, Frank, & Salen, Louis (2003). How becoming mediators affects aggressive students. Children & Schools, 25(3), 161-171.

Reports on a nine-month study in a built-up middle school to decrease grades of aggressiveness of an assembly of 7th graders by assigning them to an affirmative function as mediators for 5th and 6th degree students. Pretest and posttest assesses of self-concept and teachers' insights of difficulty behaviors displayed spectacular improvements.

Horne, Arthur M. (2003). School bullying: Changing the problem by changing the school. School Psychology Review, 32(3), 431-445.

Studies a school-wide bullying avoidance program in a built-up elementary school.  All scholars accomplished reviews pre and posttest. There was a 40% decrease amidst junior young children (K-2) in signify self-reported aggression and a 19% decrease in signify self described victimization. Among 3-5 graders there was a 23% decrease in signify described victimization, but no important dissimilarities in self-reported aggression.

Farrell, Albert D., Meyer, Aleta L., & White, Kamila S. (2001). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30(4), 451-464.

RIPP is a 6th degree aggression avoidance program ...