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Articles 1 - 9 of 9
Full-Text Articles in Education
Toward A Critical-Pbl: Centering A Critical Consciousness In The Middle Grades, Jaclyn Caires-Hurley, Margarita Jimenez-Silva, Rachel Harrington
Toward A Critical-Pbl: Centering A Critical Consciousness In The Middle Grades, Jaclyn Caires-Hurley, Margarita Jimenez-Silva, Rachel Harrington
Middle Grades Review
The dual pandemic of 2020 that includes racism and COVID-19 demonstrates the need for students to become socially responsible and critically conscious world citizens. Students in the middle grades are developing their sense of identity while concomitantly trying to understand the complex world around them. While many teachers understand the need for critical pedagogy, many still struggle to find time to teach rigorous content standards while integrating social justice education. In this article, we propose the four pillars of Critical-Problem Based Learning (Critical-PBL). Using critical standards, critical problems, critical content, and critical discourse, we offer a framework to support teachers …
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Middle Grades Review
This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.
Success Plan For The Online Learning Experience: Student Engagement, Teacher Accessibility, & Relationships, Ruchelle Combs
Success Plan For The Online Learning Experience: Student Engagement, Teacher Accessibility, & Relationships, Ruchelle Combs
Middle Grades Review
Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly accessible, and maintaining the relationships that were formed face-to-face in the conventional classroom.
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
Middle Grades Review
The purpose of this essay is to offer middle grades educators with suggestions on promoting students’ global perspectives by using the international pandemic as a main topic during and after the COVID-19 crisis. The outbreak of the coronavirus has affected individuals’ lives and education around the world including the United States. This phenomenon invites educators to work with students for deepening their understanding about the interconnected world as global citizens. Yet, education about the world is severely lacking. There is little in-depth discussion on how educators can help young adolescents to learn this interconnected world concept by using the current …
Teacher Education In The Time Of Covid-19: Creating Digital Networks As University-School-Family Partnerships, Tracey S. Hodges, Cailin Kerch, Melisa (Lisa) Fowler
Teacher Education In The Time Of Covid-19: Creating Digital Networks As University-School-Family Partnerships, Tracey S. Hodges, Cailin Kerch, Melisa (Lisa) Fowler
Middle Grades Review
As COVID-19 has suddenly transformed the landscape of learning in the United States, teachers are doing what they do best: figuring out how to effectively respond to support their students on their own. However, by creating digital networks that include university-school-family partnerships, the reach of teachers and teacher educators can increase. Teacher educators can provide support, systems, and strategies to maneuver the additional stressors and challenges posed by teaching during COVID-19. In this essay, we discuss how university-school-family partnerships mitigate the impacts of trauma, augment digital learning, and provide support for a variety of instructional scenarios happening in homes. Our …
In A Spirit Of Curiosity, Concern, Collaboration, And Humility: Considering The Work Of Middle Grades Education In The Context Of A Pandemic, Kristie W. Smith, Kristina N. Falbe
In A Spirit Of Curiosity, Concern, Collaboration, And Humility: Considering The Work Of Middle Grades Education In The Context Of A Pandemic, Kristie W. Smith, Kristina N. Falbe
Middle Grades Review
When we envision the ideals of middle school, we so often think about the importance of physical setting. Physical setting helps to create a material space for so many of the tenets of the middle school mindset. For example, “a successful (middle) school for young adolescents is an inviting, supportive, and safe place---a joyful community that promotes in-depth learning and enhances students’ physical and emotional well-being. In a school (with a material, physical setting), human relationships are paramount.” (National Middle School Association, 2010, p. 33). With the outbreak of Covid-19 and pandemic conditions forcing so many to shelter-in-place, our collective …
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.
Exploring Current Practice Of Using Technology To Support Collaborative Argumentation In Science Classrooms, Pi-Sui Hsu, Saurav Mukhopadhyay, Rakez Al-Ararah
Exploring Current Practice Of Using Technology To Support Collaborative Argumentation In Science Classrooms, Pi-Sui Hsu, Saurav Mukhopadhyay, Rakez Al-Ararah
Middle Grades Review
The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development …
Moving From Inaction To Action: Challenging Homo- And Transphobia In Middle School English Language Arts, Henry (Cody) C. Miller, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Amy Shema, Natalie Svrcek
Moving From Inaction To Action: Challenging Homo- And Transphobia In Middle School English Language Arts, Henry (Cody) C. Miller, Kathleen M. Olmstead, Kathleen Colantonio-Yurko, Amy Shema, Natalie Svrcek
Middle Grades Review
What happens when teachers have opportunities to engage in LGBTQ-affirming practices but choose not to? In the following paper, the authors present a vignette from a middle school context and consider ways to challenge silences to support LGBTQ students in middle school English classrooms. The authors provide discussion and resources to help teachers engage in LGBTQ affirming practices with middle school students.