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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Methods of Medium Optimization01:28

Methods of Medium Optimization

Optimizing growth media enhances microbial proliferation and maximizes product yield. Statistical experimental design methodologies provide structured and reproducible approaches, offering progressively higher levels of robustness and efficiency.The One-Factor-at-a-Time (OFAT) MethodThe One-Factor-at-a-Time (OFAT) method involves adjusting a single variable while keeping all others constant. However, it cannot detect interactions between variables, often leading to suboptimal outcomes when...

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Related Experiment Video

Updated: Jun 1, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Designing a developmentally supportive middle school environment: A small-scale mixed methods study.

Faith Zabek1, Ashlee L Sjogren1, Dana M Sox1

  • 1School of Education and Human Development, University of Virginia 405 Emmet St S, Charlottesville, VA 22903, United States.

Journal of School Psychology
|May 30, 2026
PubMed
Summary

The Remaking Middle School (RMS) Design Lab improved middle grades education by using design thinking and developmental science. This innovative approach fostered positive changes in collaboration, teaching, and student engagement.

Keywords:
Developmental scienceImplementationMiddle schoolMixed methodsSchool redesign

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Area of Science:

  • Educational Psychology
  • Developmental Science
  • Design Thinking

Background:

  • Traditional middle-grades education often fails to meet young adolescents' developmental needs.
  • Developmentally responsive practices are crucial for adolescent thriving, focusing on autonomy, relatedness, and respect.
  • Implementing research-based strategies in diverse school settings presents significant challenges.

Purpose of the Study:

  • To examine the effectiveness of the Remaking Middle School (RMS) Design Lab, a research-practice partnership.
  • To harness design thinking and developmental science to create school structures aligned with adolescent needs and assets.
  • To promote thriving among middle-grades students through improved educational environments.

Main Methods:

  • A one-year, small-scale mixed methods study design was employed for program development and evaluation.
  • The study explored participant reactions and preliminary outcomes of the RMS initiative's 2021-2022 implementation.
  • Participants included teachers, administrators, and support staff (N=24).

Main Results:

  • Participants found the RMS Design Lab acceptable, feasible, and appropriate for their school context.
  • The initiative led to positive systemic changes, including enhanced collaboration and improved teaching practices.
  • Preliminary outcomes showed better student-teacher interactions and increased student voice initiatives.

Conclusions:

  • The RMS Design Lab model, using a developmentally responsive and equitable design thinking approach, shows promise.
  • This innovative model can create culturally responsive school structures that support positive adolescent development.
  • Findings provide preliminary evidence for the Design Lab's potential to facilitate positive developmental trajectories in middle grades.