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Articles 1 - 30 of 39
Full-Text Articles in Education
Understanding The Unique Needs Of Adolescent Refugee Students, Bobette Bouton
Understanding The Unique Needs Of Adolescent Refugee Students, Bobette Bouton
Middle Grades Review
Using the Essential Attributes of developmentally responsive, challenging, empowering, and equitable guidelines established by This We Believe: Keys to Educating Young Adolescents, this article will provide a frame of reference for readers to assist their understanding of the kaleidoscope of issues that face our refugee adolescent population (AMLE/NMSA, 2010). For each of the four essential attributes, practical application for the middle grades classroom is offered. These ideas are to assist teachers in meeting the needs of their students who come from a refugee background and to give a foundation in an area that is often overlooked in the current educational …
Eliminating Social Homelessness: Providing A Home To Grow, Kevin Duquette, Patrick Akos, Rydell Harrison
Eliminating Social Homelessness: Providing A Home To Grow, Kevin Duquette, Patrick Akos, Rydell Harrison
Middle Grades Review
Middle school students who belong to marginalized identity groups often experience alienation and isolation. These feelings are compounded for multi-marginalized students who experience social homelessness–a term Harrison (2015) uses to describe students who appear to be accepted in one or more social categories but, because of his or her competing identities, is unable to fully participate in the life of the social group without hiding a part of his or her identity. In addition to this internalized struggle, emerging research indicates that socially homeless students are at an increased risk for bullying and academic failure. Inspired by the need to …
The Middle Grades Principal: A Research Agenda, Dana L. Bickmore
The Middle Grades Principal: A Research Agenda, Dana L. Bickmore
Middle Grades Review
Advocates for middle grades education suggest that principals are critical to the implementation of curriculum, instruction, assessment, and organizational structures that meet young adolescent needs. Yet, there is little evidence associating principal practices outlined by middle grades proponents to outcomes or how principals learn the knowledge and practices middle grades advocates propose. This essay explores the limited research connecting middle grades principal leadership with school and student outcomes, how middle school principals learn the practices outlined by proponents of middle grades education, and proposes a research agenda and questions about middle grades principal learning.
Teaching In The Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching, Mike Dicicco, Chris M. Cook, Shawn A. Faulkner
Teaching In The Middle Grades Today: Examining Teachers’ Beliefs About Middle Grades Teaching, Mike Dicicco, Chris M. Cook, Shawn A. Faulkner
Middle Grades Review
Since the beginning of the middle school movement in the mid-1960s, middle level advocates have called for a school experience for young adolescents grounded in adolescent development that engages students in meaningful learning (Eichhorn, 1966; Alexander & Williams, 1965). The aim of this exploratory multi-case study was to understand middle level teachers’ beliefs about middle level instruction in the current educational environment. To gain this understanding, researchers asked ten current middle grades teachers with varying levels of experience to discuss their beliefs regarding their primary purpose as a middle grades teacher, the current status of middle level teaching, their best …
Synthesizing Middle Grades Research On Cultural Responsiveness: The Importance Of A Shared Conceptual Framework, Brianna L. Kennedy, Kathleen Brinegar, Ellis Hurd, Lisa Harrison
Synthesizing Middle Grades Research On Cultural Responsiveness: The Importance Of A Shared Conceptual Framework, Brianna L. Kennedy, Kathleen Brinegar, Ellis Hurd, Lisa Harrison
Middle Grades Review
In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it impossible to synthesize across articles. Using a conceptual framework that required: 1) clear definitions of terms; 2) a critically conscious stance; and 3) inclusion of the middle school concept, we identified 14 articles that met these criteria. We then mapped differences and convergences across these studies, which allowed us to identify the conceptual gaps that the field must address in order to have common definitions and understandings that enable …
The Nexus Of Teacher Beliefs And Culturally Responsive Teaching: Editorial Remarks, James F. Nagle, Penny A. Bishop
The Nexus Of Teacher Beliefs And Culturally Responsive Teaching: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
Growing Independence: Making Practice Collaborative, Flexible, And Meaningful, Sam Nelson
Growing Independence: Making Practice Collaborative, Flexible, And Meaningful, Sam Nelson
Middle Grades Review
The concept of practice, from a middle school student’s perspective, is mundane, redundant, perhaps yawn-inducing. This essay explains a first-hand account of an educator moving to a proficiency-based learning format and discovering how student proficiency does not often improve without engaging and flexible practice opportunities. Using middle level concepts and brain-based research, changes in the educator’s practice came to accommodate the needs of students and take away the stigma of practice as being boring or repetitive. The essay includes examples of learning targets, in-class activities, and curriculum structures.
Integrating Critical Literacy In The Middle School Classroom, Casey Medlock Paul
Integrating Critical Literacy In The Middle School Classroom, Casey Medlock Paul
Middle Grades Review
This article focuses on the integration of critical literacy in the middle school classroom. The author first explains critical literacy and the importance of incorporating it in the middle school curriculum. Then, a framework is presented in order to aid practitioners in implementing critical literacy instruction. Examples from relevant literature are presented as well, along with suggestions for how educators can begin teaching critical literacy and integrating it into their lessons.
The Promise Of Character Education In Middle School: A Meta-Analysis, Calvary R. Diggs, Patrick Akos
The Promise Of Character Education In Middle School: A Meta-Analysis, Calvary R. Diggs, Patrick Akos
Middle Grades Review
Early adolescence is a developmental stage characterized by changes in reasoning, social cognition, and desire for autonomy in youth aged 11-14 (or grades 6-8). This period is also associated with heightened impulsivity and risk-taking that has been linked to school-related challenges such as antisocial behaviors and declining grades. Character education, a particular brand of social-emotional practice, has been promulgated as a developmentally responsive program that can promote prosocial behavior and academic success by building upon existing developmental strengths. However, research findings to date are primarily informed by elementary school program outcomes. Due to this limitation, a meta-analytic review of recent …
What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson
What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson
Middle Grades Review
This article offers a critique of the way middle schoolers are often positioned as generalizable objects that can be acted upon to produce measurable increases in motivation and learning. The critique invites a reconsideration and cultural analysis of some of the dominant discourses and perceptions of technology, young adolescence, and the study of motivation. The use of New Ethnographic Writing—a method that performs a cultural critique via extended scenes connects to the roles and status of motivation, technology, and educational research methods deployed within public schools. Coupled with weak theory, this approach offers a way to understand young adolescents as …
The Need For Large-Scale, Longitudinal Empirical Studies In Middle Level Education Research, Steven B. Mertens, Micki M. Caskey, Nancy Flowers
The Need For Large-Scale, Longitudinal Empirical Studies In Middle Level Education Research, Steven B. Mertens, Micki M. Caskey, Nancy Flowers
Middle Grades Review
This essay describes and discusses the ongoing need for large-scale, longitudinal, empirical research studies focused on middle grades education. After a statement of the problem and concerns, the essay describes several prior middle grades efforts and research studies. Recommendations for future research efforts to inform policy decisions are provided, including roles for the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association (AERA) and other national organizations.
The Future Of Middle Level Education Research: Looking Forward By Looking From The Inside Out, James F. Nagle, Penny A. Bishop
The Future Of Middle Level Education Research: Looking Forward By Looking From The Inside Out, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
Re-Viewing, Re-Imaging, And Re-Invigorating Middle School Teacher Education, Edward Podsiadlik Iii
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 …
“Where I’M From”: Utilizing Place-Based Pedagogy And Multimodal Literacy In A Graduate Children’S Literature Class, Stephanie M. Bennett
“Where I’M From”: Utilizing Place-Based Pedagogy And Multimodal Literacy In A Graduate Children’S Literature Class, Stephanie M. Bennett
Middle Grades Review
In this study, I examined integrating place-based education pedagogy and multimodal literacies into a graduate level children’s literature class. The findings suggest including place-based education pedagogy allows middle level graduate students to connect to geographically-based children’s literature. The findings also propose that incorporating multimodal texts into classroom assignments expands graduate students perceptions of text. Implications for implementing the assignment into 4-8 grade classes is discussed.
A Different Kind Of Kid, A Different Kind Of Teacher Education: Middle Grades Teachers Reflect On Their Preparation To Teach Young Adolescents, Moses K. Ochanji, Rong-Ji Chen, Erika Daniels, Marlene L. Deringer, Janet Mcdaniel, Laurie Stowell, Christina Cambra-Adamson
A Different Kind Of Kid, A Different Kind Of Teacher Education: Middle Grades Teachers Reflect On Their Preparation To Teach Young Adolescents, Moses K. Ochanji, Rong-Ji Chen, Erika Daniels, Marlene L. Deringer, Janet Mcdaniel, Laurie Stowell, Christina Cambra-Adamson
Middle Grades Review
Good teaching at the middle grades comes out of a deep understanding of the unique cognitive, physical, social, emotional, and moral needs of young adolescents. Therefore specialized preparation is necessary to help teacher candidates understand how to operationalize the intersection of young adolescent development and the effective pedagogy that addresses their needs. This paper focuses on a qualitative study of experienced middle school teachers who graduated from a middle level preparation program or an elementary or secondary preparation program in terms of how well prepared they felt and feel to meet the widely varied needs of young adolescents. Confidence in …
How Do Selected Novice Middle School Teachers From Various Certification Pathways Perceive The Effectiveness Of Their Teacher Preparation?, Nicole Hesson
Middle Grades Review
This study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to reflect on their preparation program. All participants were graduates of the same large, urban, public university. The state has recently redesigned its certification structure and teacher education institutions have redesigned their programs to reflect these changes. This study sought to discover if the restructuring resulted in greater feelings …
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.
Specialized Middle Level Teacher Preparation: Moving From Advocacy To Actualization, Chris M. Cook, Penny B. Howell, Shawn A. Faulkner
Specialized Middle Level Teacher Preparation: Moving From Advocacy To Actualization, Chris M. Cook, Penny B. Howell, Shawn A. Faulkner
Middle Grades Review
Is specialized middle level teacher preparation necessary? This essay offers the authors thoughts regarding middle level teaching and the necessity of specialized middle level teacher preparation. The reader is encouraged to further the discussion of middle level teacher preparation from advocacy to actualization.
The Case For Specialized Middle Grades Teacher Preparation, Penny A. Bishop, James F. Nagle
The Case For Specialized Middle Grades Teacher Preparation, Penny A. Bishop, James F. Nagle
Middle Grades Review
No abstract provided.
A Single Crane, Heather C. Lou
A Single Crane, Heather C. Lou
The Vermont Connection
I transplanted to Burlington, Vermont. from California in 2010. As one of three Asian Paci c Islander (API) students in my graduate program, I battled continuous homesickness, self-doubt, and emotional and physical pain, while also ndingas well as immense growth as a lifelong student. The impacts of racism, racial battle fatigue, and ste- reotype threat during my time in New England eventually accumulated to posttraumatic stress disorder. As a student affairs administrator, I had navigated supporting and challenging students, but failed to engage in methods of radical-self care and put into practice the advice I have often given to students: …
Racial Battle Fatigue And The Black Student Affairs Professional In The Era Of #Blacklivesmatter, Miracle Husband
Racial Battle Fatigue And The Black Student Affairs Professional In The Era Of #Blacklivesmatter, Miracle Husband
The Vermont Connection
Historically, predominantly White institutions represent racial climates where Black student affairs professionals must combat racism, blocked opportunities, and various levels of environmental stress (Smith, Hung, & Franklin, 2011). Research suggests that predominantly White institutions are prime environments for producing racial battle fatigue amongst Black people. Recent media coverage highlights the racialized experiences and treatment of Black people in the United States by various branches of law enforcement. The #BlackLivesMatter Move- ment continues to build momentum in an effort to bring awareness to racial injustices and af rm Black lives. In addition to this awareness, the movement contributes to the larger …
Why I Left Student Affairs And How I Hope To Return, Christy Anthony
Why I Left Student Affairs And How I Hope To Return, Christy Anthony
The Vermont Connection
A career spent in student affairs is a demanding journey, often requiring heavy commitments of time and emotional energy. Although the rewards of such a career are signi cant, many student affairs educators (SAEs) leave the profession, often citing overwhelming challenges of work-life balance. I once believed my own commitment to my SAE profession was unshakeable. However, after more than a decade, family matters pushed me to leave the eld; hopefully, this will be temporary. This article addresses questions I have pondered daily in the intervening months, wondering about the values and demands for careers and lives well lived, as …
Onosa’I Ma Fa’Amalosi: Understanding The Cultural Wealth Of A First-Generation Pacific Islander, Demeturie Toso-Lafaele Gogue
Onosa’I Ma Fa’Amalosi: Understanding The Cultural Wealth Of A First-Generation Pacific Islander, Demeturie Toso-Lafaele Gogue
The Vermont Connection
For many rst-generation students, the transition into higher education and beyond is an arduous and challenging process that takes a toll on both their social and emotional wellness. Past literature that has analyzed the transition of rst-generation college students employ a de cit-based framework, focusing on areas in which students lack compared to areas where they excel, to investigate the effects of transition on wellness and educational outcomes (Engle, Bermeo, & O’Brien, 2006; Orbe, 2008; Reid & Moore, 2008; Stebleton, Soria, & Huesman, 2014). Although much research has been conducted to analyze the impact that transitioning to college (from high …
Easier Said Than Done: Practicing Self-Care And Health And Wellness In Higher Education And Student Affairs, Stacey A. Miller
Easier Said Than Done: Practicing Self-Care And Health And Wellness In Higher Education And Student Affairs, Stacey A. Miller
The Vermont Connection
No abstract provided.
Releasing Our Voices: Confronting Marginalization In The Academy, Keiba Bragg-Best, Catarina Campbell
Releasing Our Voices: Confronting Marginalization In The Academy, Keiba Bragg-Best, Catarina Campbell
The Vermont Connection
A voice resonates most brilliantly when it breaks through a drastic and long-held silence. Such is the reality of many marginalized and oppressed peoples within the Academy. This compilation of poetry is the resonance of our voices, the processing of our souls toward wellness, from within structures very capable of silencing us. We write in poetry, rather than prose, as an af rmation that our voices are beautiful and contributing to higher education in whatever form we are brave enough to call them forth. While we do not and cannot represent all identities of the many of us who are …
In The Looking Glass: An Examination Of Body Image And Identity Development Through Research And Poetry, Melissa Carlson, Rachel Kiemele
In The Looking Glass: An Examination Of Body Image And Identity Development Through Research And Poetry, Melissa Carlson, Rachel Kiemele
The Vermont Connection
College students in the United States have been feeling the pressure to conform to societal standards of beauty for generations, as evidenced by the wealth of body image studies that began to take shape in the 1970s (Lowery et al., 2005). Researchers have focused on the way media and advertising affect body image, yet have largely ignored the relationship between body image and identity development. There has been signi cant research completed on body image as a whole. However, there is a need for further research to explore the link between a student’s perception of their body and their sense …
The Power Of Play For Wellness: Supporting Wellness Initiatives On Campus, Shelby L. Hinkle Smith
The Power Of Play For Wellness: Supporting Wellness Initiatives On Campus, Shelby L. Hinkle Smith
The Vermont Connection
This re ection seeks to highlight the role that access to institutional support and promotion of wellness opportunities plays in the overall health and wellbeing of students and the campus community. Opportunities for participation in wellness programming have helped me improve my self-esteem, grieve the loss of my grandmother, battle depression, believe that I could do things that I never thought I could, stay in school, nd purpose and meaning in my life, and build connections with others who have become essential people in my social support network. As a student, lifelong learner, and collegiate recreation professional, I believe it …
Scored In Ink: A Narrative Of Tattoos As Self-Care, Healing, And Reclamation, Em C. Huang
Scored In Ink: A Narrative Of Tattoos As Self-Care, Healing, And Reclamation, Em C. Huang
The Vermont Connection
Tattoos are often deemed as unprofessional in many career elds, includ- ing higher education. They carry stigmas linked to rebellion, “trashiness”, and a lack of re nement, and professionals who have tattoos either feel a need, or are asked, to conceal them. This article addresses the stigma surrounding tattoos in higher education and provides a lens through which tattoos can instead be appreciated as a way to navigate through identity development and healing from trauma. Because student identity development is a signi cant focus within student affairs and higher education, it is important for student affairs professionals to understand how …
Ecotheraphy As A Tool For Mental Wellness, Jenna L. Matsumura
Ecotheraphy As A Tool For Mental Wellness, Jenna L. Matsumura
The Vermont Connection
Students are arriving on college campuses with more mental wellness concerns and higher rates of diagnoses than previous years. As universities explore ways to increase the programmatic efforts to address these issues, the role nature plays in regards to the human psyche is often not considered. Although universities offer outdoor education programs, the positive impact of the biosphere is relatively underutilized. In this article the author will (a) present a brief overview of the growing presence of mental illnesses on college campuses, (b) provide an introduction and critique of ecotherapy, and (c) propose the placement of house plants within university …