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Junior High, Intermediate, Middle School Education and Teaching Commons

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Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper 2017 Georgia Southern University

Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper

Middle Grades Review

Our introductory middle grades course meets on-site in a partner school. This context for the course derives from an overall emphasis on partnerships in our College of Education. Meeting on-site affords teacher candidates more continuity in a middle level classroom so that they can observe young adolescents and middle level teaching. At the early stage of our program, this course meeting on-site helps prepare teacher candidates to contribute positively to schooling for young adolescents.


“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher 2017 Illinois State University

“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher

Middle Grades Review

Exemplary middle schools use interdisciplinary teaming which often involves some level of co-planning, co-teaching, and co-assessing. In addition to this collaborative foundation, federal mandates for supporting students have led to frequent co-teaching between special educators, bilingual/bicultural specialists, and regular classroom teachers. Given that middle level educational frameworks, current inclusion practices, and demands for differentiation are all dependent upon teachers working together, increasing the presence of co-teaching within middle level teacher education program is both pragmatically sound and connected to foundational theories of middle level education. Middle school teachers and university faculty members who engage in co-teaching with teacher candidates ...


The Influence Of Technology On Teaching Practices At A Catholic School, Meredith JC Swallow 2017 University of Maine at Farmington

The Influence Of Technology On Teaching Practices At A Catholic School, Meredith Jc Swallow

Journal of Catholic Education

Supporting twenty-first century skill development calls for necessary changes in teaching practices to encourage contemporary learning outcomes. Research points toward technology integration as a catalyst for supporting shifting pedagogies necessary to enhance learning. As many Catholic educators and leaders are attempting to re-shape Catholic school learning for the twenty-first century, the Catholic school context provides a unique opportunity to understand technology integration and teaching practices. To address the need of understanding the development of teaching practices of Catholic educators in a digital age, this qualitative multiple-case study examines teaching practices of four middle-level Catholic school educators during a one-to-one technology ...


What Does It Mean To Be A Service-Learning Teacher? - An Autoethnography, Kristy Causey Verdi 2017 University of South Florida

What Does It Mean To Be A Service-Learning Teacher? - An Autoethnography, Kristy Causey Verdi

Graduate Theses and Dissertations

This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to ...


Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery 2017 University of Dayton

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Charles J. Russo

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


How To Start A Rebellion: Using Film To Engage Social Studies Students, Ariel Jones 2017 University of Toledo

How To Start A Rebellion: Using Film To Engage Social Studies Students, Ariel Jones

Learning to Teach

History teachers face the obstacle of connecting content about the past to their students living in the present. Research in the fields of film, psychology, and education suggest that the use of narrative film in the social studies classroom actually more effectively engages students in the class itself, as well as the historical material. When they are more engaged, they grow cognitively, as well as in terms of their meaningful learning and preparation to become citizens of our society. This article explores the views of experts in these fields, as well as the implementation of film as a teaching tool ...


Technological Resources In The History Classroom, Rebecca Fork 2017 University of Toledo

Technological Resources In The History Classroom, Rebecca Fork

Learning to Teach

As a history teacher, it is not uncommon to hear students explain that they “hate” history class. Today, students are oftentimes turned off and uninterested when they are required to merely memorize dates, names, and events through traditional means like lectures. With the advances in technology and increasing presence of technological resources in school, teachers must seriously consider including technology resources in their toolbox of teacher methods. There are various types of technological resources available to the history teacher such as digital storytelling, online simulations, and virtual history museums. With these techniques incorporated into the classroom, teachers will grasp the ...


Developing Democratic Participation Through Civil Liberties Education In Social Studies Classrooms, Geoffrey L. Earnhart 2017 University of Toledo

Developing Democratic Participation Through Civil Liberties Education In Social Studies Classrooms, Geoffrey L. Earnhart

Learning to Teach

Social studies educators must prepare students for the challenges of a changing world by providing them content knowledge and developing attitudes conducive to participatory citizenship. Most future government policies will have civil liberties implications, thus studying these issues provides a firm foundation for future decision making. Teachers should approach this content using student-centered methods in an open classroom climate in order to build students’ political efficacy that they will need for the future. These techniques equip students to be informed decision makers and encourages them to participatory citizens in later life.


Socializing Science Education Empowering Students Through The Use Of Discourse And Argumentation Of Socioscientific Issues, Christin Wilkins 2017 University of Toledo

Socializing Science Education Empowering Students Through The Use Of Discourse And Argumentation Of Socioscientific Issues, Christin Wilkins

Learning to Teach

Science teaching must begin to accommodate the changing role that science and technology has in the modern world. Citizens have increased avenues in which science can be used in decision-making in their lives and teaching students only content knowledge is not enough to equip them with the critical skills they need. Science education must promote social justice by giving all students opportunities to learn the nature of science as it relates to socio-scientific issues and explore the different values that are embedded in scientific decision-making. Science education should not only address content, it should encourage discourse and practice of science ...


Differentiation In The Science Classroom: An Overview Of Strategies To Aid In General Science Instruction, Jennifer Anne Croft 2017 University of Toledo

Differentiation In The Science Classroom: An Overview Of Strategies To Aid In General Science Instruction, Jennifer Anne Croft

Learning to Teach

One could argue that the hardest part about science is reading the material. The vocabulary within the text is difficult, there are many graphs, pictures, equations, diagrams, and tables of information all added to enhance the text, but can be overwhelming (Mason & Hedin, 2011). With all of these various factors contributing to the complexity of science texts, how can students ever read a science text successfully? Through the utilization of literacy accommodations provided by the teacher, students in the regular education science classroom are capable of improving their academic achievement, especially in reading science texts. In this article, accommodations for ...


“I’M Just Not Good At Math!” Rethinking What You Know About Mathematics, Katherine Ann Pohl 2017 University of Toledo

“I’M Just Not Good At Math!” Rethinking What You Know About Mathematics, Katherine Ann Pohl

Learning to Teach

There are many misconceptions regarding mathematics that produce negative student dispositions in a classroom. Such misconceptions are not fact based but are due to an ineffective, fixed mindset where a student limits their abilities based upon low self-efficacy and self-concept. Fixed mindsets fuel negative attitudes toward mathematics and can contribute to math anxiety. Studies have shown that the brain can grow and develop throughout a person’s life is partially dependent upon one’s mindset and experiences. Mathematics teachers can utilize a growth mindset where students have high self-efficacy and self-concept to promote positive dispositions toward mathematics. In doing this ...


Changing The Way That Math Is Taught: Conceptual Versus Procedural Knowledge, Jordan R. Joersz 2017 University of Toledo

Changing The Way That Math Is Taught: Conceptual Versus Procedural Knowledge, Jordan R. Joersz

Learning to Teach

The purpose of this article is to present teachers with information and data regarding the relationship that exists between procedural and conceptual knowledge while attempting to validate the notion that the development of conceptual knowledge should be at the forefront of student learning in the mathematics classroom. The article first delves into the definitions and overall significance that each of these modalities have in the mathematics classroom and after doing so, the article examines the theoretical ideologies that encompass them. The article concludes with a look into how the two knowledge bases are related, as well as empirical evidence regarding ...


Don’T Skirt The Subject: Using Canonical Texts As Opportunities For Race Discussion, Emily Gardner 2017 University of Toledo

Don’T Skirt The Subject: Using Canonical Texts As Opportunities For Race Discussion, Emily Gardner

Learning to Teach

While administrators, parents, and scholars across the nation ceaselessly debate the issue of whether or not racially challenging texts, such as Adventures of Huckleberry Finn, To Kill a Mockingbird, and Heart of Darkness, should be included in English language arts curriculum, many English teachers are left to teach these controversial texts with often insufficient training in how to utilize them in their classrooms. It is the responsibility of teachers to help students become empathetic citizens by developing the skills necessary to navigate through a racially diverse world. Therefore, teachers ought to use texts containing racism as opportunities to open a ...


In Defense Of Young Adult Literature, Marc Driscoll 2017 University of Toledo

In Defense Of Young Adult Literature, Marc Driscoll

Learning to Teach

English language arts teachers have forever relied on the English literature canon for their selection of text to use in the classroom. This article asks the question if this method is the most effective way to choose classroom texts based on the interest level of the students. It is argued that young adult literature, or literature that is written about characters that are the same age as students facing similar issues, can capture the interest of students and motivate them to be engaged in the English language arts lessons.


Do You Know I(Nformational) T(Ext) When You See It? Towards A Workable Definition Of Informational Text, Kevin O'Connor 2017 University of Toledo

Do You Know I(Nformational) T(Ext) When You See It? Towards A Workable Definition Of Informational Text, Kevin O'Connor

Learning to Teach

Scholars have noted that schools use very little informational text in instruction. This scholarship intersected with the movement to establish common learning standards for the English language arts. One of the results of this confluence is that the Common Core State Standards and, in turn, Ohio’s English language arts learning standards require that a “significant amount” of informational text be used in instruction. Unfortunately, there is confusion about what sort of texts are considered to be informational texts. Practicing English language arts teachers would be greatly assisted by a reliable and understandable definition of informational text. This practitioner’s ...


The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman 2017 Desert Heights Academy

The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman

National Youth-At-Risk Conference Savannah

The Values Grounded Learning Environment training provides educators with a comprehensive positive behavior management model, including basic strategies for effective limit setting and positive reinforcement. It is a user friendly model that can be implemented in a variety of educational settings and provides a framework for thoughtfully responding to student behaviors and emphasizing student and staff accountability.


Educators Voices From Integrated Writing And Problem Solving Common Core Workshop, Karen T. Jackson, Penny Wallin, Anna K. Lee 2017 North Carolina A & T State University

Educators Voices From Integrated Writing And Problem Solving Common Core Workshop, Karen T. Jackson, Penny Wallin, Anna K. Lee

Journal of Research Initiatives

This article provides an opportunity to discuss and examine information gathered during a focus group of K-12 educators involved in an integrated writing and problem solving workshop. Findings demonstrate that some educators are frustrated by the culture of testing versus the culture of learning that exist as a result of the Common Core Standards implementation. Educators are eager to learn and implement new ways of learning in order to promote deeper learning and critical thinking skills. Strategies and recommendations for providing support and resources for educators to meet the expectations to prepare students to be college and career ready are ...


Blending Community And Content Through Place-Based Science, Terri Hebert, Judith L. Lewandowski 2017 Indiana University - South Bend

Blending Community And Content Through Place-Based Science, Terri Hebert, Judith L. Lewandowski

Collaborations: A Journal of Community-Based Research and Practice

Place-based education connects the learner to the local environment through diverse strategies that increase awareness and connectedness to the community, and ultimately to the world (Sobel, 2004). Constructivist principles of learning – the belief that individuals “construct their own knowledge by engaging in the learning process, interacting and collaborating with teachers and other students, reflecting on the content, and meaningfully integrating the new information with prior knowledge” (Sowan & Jenkins, 2013, p. 316) – run deep within place-based education as the learner constructs meaning through personal interactions with the local environment. In other words, the “landscape shapes [one’s] mindscape” (Haas & Nachtigal, 1998 ...


Teaching And Modeling Social Justice In University Teacher Education Programs And The Communities They Serve, Bryan P. Gillis 2017 Kennesaw State University

Teaching And Modeling Social Justice In University Teacher Education Programs And The Communities They Serve, Bryan P. Gillis

National Youth-At-Risk Conference Savannah

The presentation will engage participants in discussion describing how a university teacher education program and the schools it serves collaborates through community partnerships to teach and model action for social justice. Research, instructional strategies, and practical examples will demonstrate ways to advocate for the inclusion of social justice in classrooms.


Session A-3: Three-Act Math Tasks, Lindsey Herlehy 2017 Illinois Mathematics and Science Academy

Session A-3: Three-Act Math Tasks, Lindsey Herlehy

Professional Learning Day

Participants will engage in a Three-Act Math task highlighting the application of properties of geometrical figures. Developed by Dan Meyer, an innovative and highly regarded mathematics instructor, Three-Act Math tasks utilize pedagogical skills that elicit student curiosity, collaboration and questioning. By posing a mathematical problem through active storytelling, this instructional approach redefines real-world mathematics and clarifies the role that a student plays in the learning process. Participants will be given multiple resources where they can access Three-Act Math tasks appropriate for upper elementary grades through Algebra and Geometry courses.


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