Education Commons^™

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 7^th and 8^th 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.

“Always A Place To Start” In Middle Grades Education: Editorial Remarks, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.

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

Middle Grades Review

No abstract provided.

Strengthening Middle Grades Education: Editorial Remarks, James F. Nagle, Penny A. Bishop

Middle Grades Review

No abstract provided.

Persisting In The Age Of Covid-19: School-University Partnership To Promote Equity-Oriented Teaching And Learning, Susan Y. Leonard, Gayle Andrews, Allie Loder, Taera Oconnor, Brooke Wilson

Middle Grades Review

The authors describe collaborative efforts between novice teachers and their former university teacher educators who partnered to design and enact equity-oriented teaching and learning experiences for teacher candidates and young adolescents despite limitations, barriers, and disruptions generated by COVID-19. Observations and feedback from students, teachers, and leaders speak to mutual benefits that the partnership generated. Authors will describe their collaborative processes, feature artifacts from the activities, and discuss implications for future practice.

Clarion Calls For Change: Editorial Remarks, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.

Neutrality And Narratives: Situating Middle Grades Preservice Teachers In Broader Educational Discourses, Rachel Ranschaert

Middle Grades Review

This paper forwards discourse analysis as a productive way to consider the ways in which the possibilities available for middle grades preservice teachers in justice-oriented teacher education programs are complicated by larger discourses relating to teacher neutrality and teacher education as a transformational narrative. To illustrate this, written journals from twelve preservice teachers in a justice-oriented teacher education program are analyzed and discussed.

Middle Level Teachers Quarantine, Teach, And Increase Self-Efficacy Beliefs: Using Theory To Build Practice During Covid-19, Heather Rogers Haverback

Middle Grades Review

During COVID-19, almost all schools have been transformed into something unlike what they were before. Teaching that was done in person is now done virtually, with little to no preparation. Middle level teachers may have been confident in how to teach their content in the classroom; however, this confidence may differ when teaching virtually. Using the four sources of self-efficacy theory, I analyze the importance of self-efficacy and how teachers can use the COVID-19 pandemic to build their self-efficacy beliefs while teaching during this unique time.

Re-Viewing, Re-Imaging, And Re-Invigorating Middle School Teacher Education, Edward Podsiadlik Iii

Middle Grades Review

How do we best prepare educators for teaching in the middle grades? This essay reviews authentic middle student feedback and two comprehensive units of instruction in order to re-view and re-imagine the potential of middle school teacher education to become re-invigorated in its capacity to offer relevant and critical instructional experiences. Essential questions explored are: 1) what do effective middle school teaching and learning uniquely look and sound like?; and 2) what singular components, considerations, and challenges does middle school teacher education need to specifically address? Evidence is examined that demonstrates pedagogical components, strategies, and a wide-range of resources which …

The Case For Specialized Middle Grades Teacher Preparation, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.