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Full-Text Articles in Education
Applying A Reflective Swot Analysis To Examine Four Pillars Of Culturally Sustaining Practices, Rebecca M. Nelson, Laurie A. Ramirez, Chandra C. Diaz, Nancy B. Ruppert
Applying A Reflective Swot Analysis To Examine Four Pillars Of Culturally Sustaining Practices, Rebecca M. Nelson, Laurie A. Ramirez, Chandra C. Diaz, Nancy B. Ruppert
Middle Grades Review
Teacher educators and preservice teachers are increasingly tasked with ensuring that their classrooms are safe and respectful environments that encourage metacognitive reflection and modeling best practices. With this in mind, this paper uses a SWOT analysis (Orr, 2013) tool that employs the Four Pillars of Culturally Sustaining Pedagogy framework established by Diaz et al. (2023) to invite educators, teams, and schools to contribute their own work to uplift and share strengths, weaknesses, opportunities, and threats, as well as resources and experiences they engage in with a community of those who share their vision for a more equitable, inclusive teaching and …
Critical Representation: Mattering & Belonging For Students Of The Global Majority, Rebecca E. Haslam
Critical Representation: Mattering & Belonging For Students Of The Global Majority, Rebecca E. Haslam
Middle Grades Review
Critical representation in literature and curricula requires an emancipatory agenda and examination of the ways in which people of diverse racial, cultural, linguistic, and other socially marginalized identities are portrayed, an assessment of how relevant, affirming, and accurate those representations are, and a consideration of the impact on a child’s sense of self and ‘other.’ This essay includes sample audit criteria for critical representation highlighting five sections: Storyline & Sense of Justice; Affirmation & Self-Worth; Relationships Among People; Author/Illustrator Background; and Language & Terminology, all with a focus on ‘mattering’ and holistic wellbeing of students of the global majority. Audit …
Covid-19, Middle Level Teacher Candidates, And Colloquialisms: Navigating Emergency Remote Field Experiences, Brooke B. Eisenbach, Paula Greathouse, Caroline Acquaviva
Covid-19, Middle Level Teacher Candidates, And Colloquialisms: Navigating Emergency Remote Field Experiences, Brooke B. Eisenbach, Paula Greathouse, Caroline Acquaviva
Middle Grades Review
COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty.
“You Want Me To Do What?” The Benefits Of Co-Teaching In The Middle Level, Ellis Hurd, Gary Weilbacher
“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 can …
Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach
Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach
Middle Grades Review
Today’s classrooms are changing and moving beyond the walls of a traditional school environment. With each passing year, a growing population of middle level learners are logging into full-time, or blended learning virtual courses. However, teachers often lack the training and experience necessary to address the developmental needs of middle level learners within this new context. In an effort to prepare tomorrow’s educators for the reality of the 21st century classroom, it’s time to consider our post-secondary education programs, and the manner in which we prepare our teacher candidates to teach middle level learners within the virtual platform.