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Articles 1 - 22 of 22
Full-Text Articles in Education
Fostering Student Agency To Build A Whole Child, Whole School, Whole Community Approach, Holly Henderson Pinter, Lisa Bloom, Amie Broyhill, Kim K. Winter
Fostering Student Agency To Build A Whole Child, Whole School, Whole Community Approach, Holly Henderson Pinter, Lisa Bloom, Amie Broyhill, Kim K. Winter
Middle Grades Review
In this practitioner perspective, we explore the concept of student agency through the implementation of a student government association in a laboratory middle school. Interviews with a social studies teacher and her students offer perspectives of the impact of student voice and choice for student experiences. We describe three major lessons learned through this implementation process: students learn to have healthy conflict and cooperative skills; students learn the appropriate processes to enact change in a democratic society; and students learn to conduct service for their peers, school, and community.
Recovering Lost Local History: The Daily Record Project, Jeremy Hilburn, Tana Oliver, Leyna Varnum, Donyell L. Roseboro
Recovering Lost Local History: The Daily Record Project, Jeremy Hilburn, Tana Oliver, Leyna Varnum, Donyell L. Roseboro
Middle Grades Review
This practitioner perspective describes a collaboration between students and teachers at three middle schools, along with community partners, to recover and digitize news stories from The Daily Record, an African American owned newspaper that was attacked and burned in the 1898 Wilmington coup d’état.
Montessori Middle School: The Erdkinder, Luz M. Casquejo Johnston
Montessori Middle School: The Erdkinder, Luz M. Casquejo Johnston
Middle Grades Review
Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three to six-year-old children, many people aren’t aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages twelve to fifteen, is described in this essay.
Lessons Learned From Facilitating A Pre-Service Teacher/Youth Mentoring Program, Alan English
Lessons Learned From Facilitating A Pre-Service Teacher/Youth Mentoring Program, Alan English
The Advocate
Traditional adult/youth mentoring programs have been associated with a host of positive academic, behavioral, and social/emotional youth outcomes. Little research, however, has been done on pre-service teacher/ youth mentoring programs; specifically if the benefits associated with more traditional mentoring programs translate into this context. For teacher educators, what is most promising about such mentoring programs is the potential for a mutually beneficial mentoring relationship. Pre-service teachers need experience working with youth as badly as youth need positive relationships and support. Furthermore, pre-service teachers need practicum experience throughout their coursework, at a time when some may not yet be ready to …
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks
Journal of Pre-College Engineering Education Research (J-PEER)
The goal of this study was to examine how the use of a new instructional model is related to changes in middle school students’ engineering identity. The intent of this instructional model, which is called argument-driven engineering (ADE), is to give students opportunities to design and critique solutions to meaningful problems using the core ideas and practices of science and engineering. The model also reflects current recommendations found in the literature for supporting the development or maintenance of engineering identity. This study took place in the context of an eighth-grade science classroom in order to explore how middle school students’ …
The Status Of Middle Schools In The Southeastern United States: Perceptions And Implementation Of The Middle School Model, Ryan Alverson, Mike Dicicco, Shawn A. Faulkner, Chris Cook
The Status Of Middle Schools In The Southeastern United States: Perceptions And Implementation Of The Middle School Model, Ryan Alverson, Mike Dicicco, Shawn A. Faulkner, Chris Cook
Middle Grades Review
For more than 100 years, education communities have debated how best to educate the young adolescent. Proponents of both the junior high school model and the current middle school model have advocated for a specialized approach to educating adolescents that emphasizes the developmental needs of students. To accomplish this, various organizational structures and instructional approaches are recommended. This survey study examines the perceptions of these middle school practices and the implementation of those practices in middle schools in the Southeastern region of the United States. We note several key trends in our results and highlight key differences in perception of …
Career Exploration At The Middle School Level: Barriers And Opportunities, Samantha Godbey, Howard R. D. Gordon
Career Exploration At The Middle School Level: Barriers And Opportunities, Samantha Godbey, Howard R. D. Gordon
Middle Grades Review
In this essay, we discuss issues related to the integration of career exploration in our nation’s middle schools. We discuss the theoretical and empirical basis for career exploration at the middle school level and identify selected barriers to its effective implementation, namely with regards to career advising and parent involvement. We also propose new directions for practice and research as we work to counteract these barriers.
Understanding The Developmental Nature Of Young Adolescents: Editorial Remarks, James F. Nagle, Penny A. Bishop
Understanding The Developmental Nature Of Young Adolescents: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
Evaluation Of An Afterschool Mentorship Program For Self-Efficacy, Atia D. Mark, Steve Wells
Evaluation Of An Afterschool Mentorship Program For Self-Efficacy, Atia D. Mark, Steve Wells
Journal of Educational Research and Practice
Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation …
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
The Potential Of Socio-Biologically Relevant Mobile Applications To Attract Girls To Stem, Vanaja Nethi, Santanu De
FDLA Journal
Stimulating girls’ interest in science, technology, engineering and mathematics (STEM) when they are in school, and sustaining that interest, is critical in motivating girls to choose STEM-related disciplines in higher education and enter STEM careers. Research indicates that girls show an interest in STEM until about 11-12 years of age, but this starts to wane by the time they are 15-16 years. Thus, there is a clear need to focus on sustaining the interest of girls in STEM at middle or high school levels. Research has shown that one of the main drivers that impact girls’ interest in STEM is …
Empowering Students To Take Control Through Student Leadership Teams, Andrea Gratton, Kyle Chadburn
Empowering Students To Take Control Through Student Leadership Teams, Andrea Gratton, Kyle Chadburn
Middle Grades Review
As our educational system becomes more focused on personalizing learning for students, it is increasingly important for educators to empower students to take an active role in their learning and their communities. In this practitioner perspective, two educators reflect on the process of establishing student leadership teams in their school, and on the research that supports such efforts toward developing systems of student agency and self-advocacy in education.
Chip: Community Historical Interest Projects, Joe Rivers
Chip: Community Historical Interest Projects, Joe Rivers
Middle Grades Review
This practitioner perspective presents a process in which state-wide initiatives can be used as tools for creating place-based, project-based collaborations between students and local organizations within the community. Vermont is focusing on Content Proficiencies, Transferable Skills, Flexible Pathways and Multi-Tiered Systems of Support. CHIP is an effort to combine these initiatives and offer students meaningful school work that provides a real service for, and connects students with, the local community.
Making Middle Grades Education More Accessible And Engaging: Editorial Remarks, James F. Nagle, Penny A. Bishop
Making Middle Grades Education More Accessible And Engaging: Editorial Remarks, James F. Nagle, Penny A. Bishop
Middle Grades Review
No abstract provided.
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively
Journal of Inquiry and Action in Education
A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Current Issues in Middle Level Education
This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course.
Collaboration In The Middle: Teachers In Interdisciplinary Planning, Gary Senn, Deborah Mcmurtrie, Bridget Coleman
Collaboration In The Middle: Teachers In Interdisciplinary Planning, Gary Senn, Deborah Mcmurtrie, Bridget Coleman
Current Issues in Middle Level Education
The authors promote collaboration through interdisciplinary planning.
Personalized Professional Development Plans, Nancy B. Ruppert
Personalized Professional Development Plans, Nancy B. Ruppert
Current Issues in Middle Level Education
Nancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is the chair of the education department at UNC Asheville. Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. Here she invites readers to contribute to ideas for ongoing professional development.
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Current Issues in Middle Level Education
The author describes practices to support middle grades teacher candidates' becoming culturally competent.
Keynote. Motivation: Theory Into Practice, David Vawter
Keynote. Motivation: Theory Into Practice, David Vawter
Current Issues in Middle Level Education
This paper is based on Dr. Vawter's keynote address at the Southeast Professors of Middle Level Education Symposium.
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Current Issues in Middle Level Education
The authors provide an overview of the Southeast Professors of Middle Level Education Symposium, which was held in Greenville, SC, May 17-18, 2018. This is the introduction to the proceedings from the Symposium.
The Effects Of Individualized Literacy Interventions On Eighth-Grade Students’ Perceived Self-Efficacy In Content Reading And Reading Achievement, Sara Kellogg
Journal of Applied and Educational Research
Many middle school students struggle to reach proficiency in reading. The implications of their struggle for success in high school and beyond are far-reaching. Literacy interventions at the middle school level are vital to addressing skill deficiencies and related challenges facing adolescents in the United States. Using individualized literacy interventions featuring fluency, guided reading, word study, and academic vocabulary this study examined grade equivalencies of 41 eighth-grade students over a four-month period. Twenty of the 41 students were randomly selected and randomly assigned to one of two groups: (a) weekly one-to-one self-efficacy debriefing sessions (experimental, n=9) and (b) no debriefing …
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Australian Journal of Teacher Education
Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service …