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Articles 1 - 24 of 24
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.
“It Just Gives You Another Look On Things”: Using Adolescent Literature To Construct Inquiry And Deconstruct Social Stereotyping, Sarah A. Bonner, Robyn Seglem
“It Just Gives You Another Look On Things”: Using Adolescent Literature To Construct Inquiry And Deconstruct Social Stereotyping, Sarah A. Bonner, Robyn Seglem
Middle Grades Review
In the current climate of standardization, areas such as social justice are often overlooked as the pressures of covering the learning standards increase. Within today’s classrooms, it is imperative that teachers encourage curiosity, creativity, and student voice. Using a blend of both traditional literacy and new literacies, students in a rural junior high setting worked to establish a classroom environment dedicated to critical thinking and debunking social conventions related to both the prison system and gang life. This social justice exploration allowed students to be immersed in a variety of texts that empowered them to discuss and question a system …
Learning Through Crisis And Paradox In Justice-Oriented Teacher Education, Hilary E. Hughes, Matthew Moulton, Gayle Andrews
Learning Through Crisis And Paradox In Justice-Oriented Teacher Education, Hilary E. Hughes, Matthew Moulton, Gayle Andrews
Middle Grades Review
In this article we explore some of the challenges, constraints, and what we refer to as glimmers of revelation that occurred during an experiential, community-based teacher education course that we designed and co-taught in spring 2015. Trying to take seriously Kumashiro’s (2009) notions that justice oriented teacher education happens “only when we ourselves are still struggling with questions about the ‘what else,’ ‘how else,’ and ‘where else’ that are involved” in this kind of teaching [emphasis added] (p. xxv), we explore moments where we grappled with the paradox, partiality, uncertainty, and discomfort (Kumashiro, 2009) that often accompany our commitments as …
Beyond Digital Citizenship, Lynn Mitchell
Beyond Digital Citizenship, Lynn Mitchell
Middle Grades Review
Conversations in middle school about digital citizenship tend to focus on the responsibilities of citizenship and the issues of surveillance, safety, cyberbullying, and internet etiquette. While these are important and essential conversations, digital citizenship education needs to consider youth political identity and democratic participation in digital spaces if educators wish to take full advantage of the empowering potential of participatory technology. The potential for youth to shape diverse identities through digital technologies has significant implications for youth empowerment and agency and helps dismantle reductive narratives that have tended to define middle school youth. The role of digital citizenship education must …
Where Am I In Our Schools’ White Spaces? Social Justice For The Learners We Marginalise, Ann Milne
Where Am I In Our Schools’ White Spaces? Social Justice For The Learners We Marginalise, Ann Milne
Middle Grades Review
No abstract provided.
Editorial Remarks 1(3), James F. Nagle, Penny A. Bishop
Editorial Remarks 1(3), James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.