Middle school education -- United States

Abstract In this mixed methods study, drama in education (DIE) in the form of role-playing and improvisation was investigated in middle school students to evaluate its impact on emotional regulation. During early adolescence, individuals’ social skills progress; however, isolation caused by COVID-19 restricted social interaction, thus limiting the development of these skills. There is a large body of literature on drama therapy that served as inspiration for this study. The study was conducted...

Abstract Executive functioning skills encompass a range of cognitive processes, including planning, organization, working memory, and self-regulation. These non-academic skills are integral to a student's success in academics, social interactions, and behavioral outcomes in school, ultimately shaping their future success in the real world. Despite the demonstrated significant impact of executive functioning on academic performance, schools often do not directly teach these skills. The transition...

Abstract This quantitative research aims to evaluate the impact of inquiry-based labs on middle school students’ scientific writing skills and engagement in science education. Based on McNeill and Krajcik’s (2012) framework of Claim-Evidence-Reasoning (CER), this study focuses on approximately 160 seventh-grade students in a suburban middle school in the Northeast United States. The research questions for the study are as follows: (1) Do inquiry-based labs as an instructional method affect...