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Articles 1 - 18 of 18
Full-Text Articles in Education
Teaching For Social Justice In Middle Grades Mathematics: Lessons From A Field Instructor/Preservice Teacher Partnership, Kelsey L. Benson, Ashley Conlon
Teaching For Social Justice In Middle Grades Mathematics: Lessons From A Field Instructor/Preservice Teacher Partnership, Kelsey L. Benson, Ashley Conlon
Middle Grades Review
This paper discusses the implementation of social justice lessons in middle grades mathematics by a preservice teacher enrolled in a social justice-oriented teacher education program during her practicum placements in 7th and 8th grade classrooms in a rural county in the southeastern United States. We begin with an overview of relevant literature on the importance of teaching for social justice in mathematics, particularly with/for young adolescents. Next we describe the social justice Math lessons Ashley designed and taught. We conclude with implications for both teachers and teacher education programs undertaking justice-oriented work in divisive and hostile political contexts.
Developing Proportional Reasoning Via Lego Robotics: Experiences Of A 7th Grade Mathematics Class, Shelli L. Casler-Failing, Leah C. Swann
Developing Proportional Reasoning Via Lego Robotics: Experiences Of A 7th Grade Mathematics Class, Shelli L. Casler-Failing, Leah C. Swann
Middle Grades Review
A qualitatively oriented mixed methods case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum. Using the lenses of Social Constructivist Theory and the Five Stages of Technology Integration, this research focused on the development of proportional reasoning skills. The data show students experienced success in developing their proportional reasoning skills as they completed tasks using the robotics. The quantitative data shows evidence of growth in understanding and development of proportional reasoning. The qualitative analysis provides evidence that students developed their understanding through collaborative discussions as they worked through the different technology stages. …
Engaged Pedagogies In The Middle Grades: A Case Study Of Justice-Oriented Teachers In Covid Times, Hilary E. Hughes, Rachel Ranschaert, Kelsey L. Benson
Engaged Pedagogies In The Middle Grades: A Case Study Of Justice-Oriented Teachers In Covid Times, Hilary E. Hughes, Rachel Ranschaert, Kelsey L. Benson
Middle Grades Review
Much of the extant literature regarding middle grades teachers centers on interventions to improve the quality or effectiveness of their teaching: studies that identify a particular instructional strategy, curricular support, or disposition, and conclude with recommendations that teachers improve their practice by adopting said thing. In contrast, the qualitative case study we present here contributes to the rising tide of research illustrating the powerful, transformative work that middle grades teachers oriented toward justice and equity are already doing in the classroom. Specifically, we draw on eight months of data to illuminate how teachers in a Title I middle school located …
A Shared Vision? Exploring The Perceptions Of Principals And Teachers Regarding The Middle School Concept, Shawn A. Faulkner, Chris Cook, Ryan Alverson, Mike Dicicco
A Shared Vision? Exploring The Perceptions Of Principals And Teachers Regarding The Middle School Concept, Shawn A. Faulkner, Chris Cook, Ryan Alverson, Mike Dicicco
Middle Grades Review
From decades of recommendations, middle school advocates have recommended various organizational structures and instructional practices to meet the specific educational needs of young adolescents. Several notable national studies have sought to assess and report the status of implementation of these recommended practices, though largely from the perspective of the building principal. The purpose of this study was to examine both teachers’ and principals’ perceptions concerning the middle school concept. Based on responses of over 1,600 teachers and principals from all 50 states, findings indicate support for components of the middle school concept related to curriculum and instruction as well as …
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
Middle Grades Review
In middle-grades settings, students are cultivating critical consciousness to apply general knowledge of equity to their local context(s) (Nojan, 2020). As educators work to foster environments that allow middle-grade students to cultivate critical consciousness, expectations have shifted in the area of leading for equity. We have outlined a leadership framework we believe will advance the collective critical consciousness with examples for middle-grade contexts. Our focus is working toward equitable outcomes through one’s sociopolitical development and creating ways to further the collective critical consciousness of the entire school community through a distributed leadership perspective. Through this lens, our hope is to …
“Always A Place To Start” In Middle Grades Education: Editorial Remarks, Penny A. Bishop, James F. Nagle
“Always A Place To Start” In Middle Grades Education: Editorial Remarks, Penny A. Bishop, James F. Nagle
Middle Grades Review
No abstract provided.
Considering Middle School Organizational Structures Through A Lens Of Equity And Justice, Kristie Smith
Considering Middle School Organizational Structures Through A Lens Of Equity And Justice, Kristie Smith
Middle Grades Review
No abstract provided.
Growing Culturally Responsive Advisory In Your Context., Matt Moulton
Growing Culturally Responsive Advisory In Your Context., Matt Moulton
Middle Grades Review
No abstract provided.
Students Deserve More Than Equity Conversations: Middle Level Structures That Promote Equity, Dave Brown
Students Deserve More Than Equity Conversations: Middle Level Structures That Promote Equity, Dave Brown
Middle Grades Review
No abstract provided.
Re-Examining School Structures Of People, Place, And Time To Promote Equity At The Middle Level, Katherine M. Main, Dana Pomykal Franz, Kristina N. Falbe, Cheryl Ellerbrock
Re-Examining School Structures Of People, Place, And Time To Promote Equity At The Middle Level, Katherine M. Main, Dana Pomykal Franz, Kristina N. Falbe, Cheryl Ellerbrock
Middle Grades Review
In 2018 we published a chapter entitled “Middle Grades Schools and Structures” (Ellerbrock et al., 2018a) in Literature Reviews in Support of the Middle Level Education Research Agenda (Mertens et al., 2013). Building on the earlier work of Ellerbrock et al. (2018a), this chapter reviewed literature between 2000 and 2018 that reported on the organizational structures of middle level education settings in the United States of America and Australia. Though the findings highlighted the dearth of research specifically examining the organizational structures of middle level education, the literature examined supported the original three key interconnected themes of people, place …
Equity & Middle Grades Organizational Structures: Echoes Of The Past, Influences On The Present, Hopes For The Future, Gayle Andrews
Equity & Middle Grades Organizational Structures: Echoes Of The Past, Influences On The Present, Hopes For The Future, Gayle Andrews
Middle Grades Review
Fostering a sense of belonging is fundamental to recommended organizational structures in middle grades schools including interdisciplinary teams, advisory relationships, flexible instructional schedules, and heterogeneous grouping. Middle grades educators must ensure that organizational structures support a sense of belonging and also problematize the very idea of “belonging,” actively countering and disrupting white supremacy culture and colonizing forces that can make “belonging” conditional and available only for those who accept systemic oppressive forces without question or complaint. This essay contends that key organizational structures in middle grades schools can be designed and enacted to infuse equity orientations and culturally sustaining approaches …
Organizing For Equity In The Middle Grades: Editorial Remarks, James F. Nagle, Penny A. Bishop
Organizing For Equity In The Middle Grades: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
A Field Trip That’S Not About The Destination But The Journey, Vanessa Scanfeld, Eric James, Vincent Dotoli
A Field Trip That’S Not About The Destination But The Journey, Vanessa Scanfeld, Eric James, Vincent Dotoli
Middle Grades Review
This Practitioner Perspective presents a middle school unit focused on designing a day-long field trip as an effective project-based initiative for advancing social and emotional learning (SEL). It considers the social and emotional competencies students develop as they navigate the complexities of this project: researching options, planning an itinerary that meets various parameters, and ultimately taking the trip. It also offers practical guidance to schools for successfully adopting this program.
Who Will They Turn To? The Perspectives Of Middle School Girls Regarding Trustworthy Traits In Adults, Burcu Ozturk, Christina R. Miller, David A. Mcleod, David Dickerson
Who Will They Turn To? The Perspectives Of Middle School Girls Regarding Trustworthy Traits In Adults, Burcu Ozturk, Christina R. Miller, David A. Mcleod, David Dickerson
Middle Grades Review
Early adolescence is a time marked by upheaval and change. Youth are navigating increased social pressures from constant connection with peers. Youth have access to 24 hours of social connection via technology, but they increasingly report feelings of isolation, anxiety, and depression (Keles et al., 2020). They are also entering a world with increased political division, climate disasters, and decreases in public safety from events like mass shootings (Coronese et al., 2019; Follman et al., 2022). As youth navigate these new challenges, adults are seeking ways to understand better how to build meaningful connections with youth that may help mitigate …
Detecting A Possible Correlation Between Hands-On Experimentation And Scientific Data Analysis In 8th Grade Students, Breana Dobesh, Phu Vu
Detecting A Possible Correlation Between Hands-On Experimentation And Scientific Data Analysis In 8th Grade Students, Breana Dobesh, Phu Vu
Middle Grades Review
This Practitioner Perspective reports on action research that examined the impact of integrating hands-on experimentation on eighth- grade students skills of scientific data analysis and interpretation in a science middle school class. The intervention given to the treatment group was tasking students with completing scientific experiments during their daily lessons, along with collecting and analyzing data from those experiments. Collected data through both control and treatment groups indicated that there was no significant difference in mean test scores between the two groups. Discussions and suggestions for future studies were included.
Observing Enables Deeper Learning For Disaffected Learners, Fiona J. Mcdonnell, Eric Crivac
Observing Enables Deeper Learning For Disaffected Learners, Fiona J. Mcdonnell, Eric Crivac
Middle Grades Review
Post-Covid, upon returning to the classroom, many students, but most especially those from among our more vulnerable populations, have difficulty collaborating and communicating with each other and reconnecting with their learning. We describe how a learning exploration that positioned struggling rising sixth-graders as cricket explorers, who would become cricket experts by observing the habits and behaviors of crickets in their care, nurtured their capacities for collaboration and communication and created a community of deeper learning, for both the students and teacher. That all students have opportunities for deeper learning is a matter of social justice. The exploration took place as …
Three Rs For Middle Level Education: The 2022 Ncpomle John Vanhoose Lecture, David C. Virtue
Three Rs For Middle Level Education: The 2022 Ncpomle John Vanhoose Lecture, David C. Virtue
Middle Grades Review
The author contends the most prominent challenges and conditions facing middle level education now and in the near future point to three imperatives for the field: middle level education must be relevant, resilient, and robust. After conceptualizing the field of middle level education as an interdisciplinary, applied field of study concerned with the formal education of young adolescent learners in school settings, the author discusses each of the three imperatives and provides recommendations for scholars to move forward alongside professionals in middle level schools and classrooms to achieve a bright educational future for young adolescents.
Making Middle Grades Education Relevant, Resilient, And Robust: Editorial Remarks, James F. Nagle, Penny A. Bishop
Making Middle Grades Education Relevant, Resilient, And Robust: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.