Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Education
Complex And Connected Lives: Voices Of “English Language Learners” In Middle School, Anny F. Case
Complex And Connected Lives: Voices Of “English Language Learners” In Middle School, Anny F. Case
Middle Grades Review
In addition to the typical ups and downs of middle school (MS), English language learners (ELLs) in the middle grades also grapple with learning English, straddling multiple cultures, and adapting to the realities of immigration. While school systems tend to focus on linguistic and academic development, MS ELLs exercise agency, creativity, judgment, and resilience as they navigate hybrid identities, complex and context-specific social and cultural expectations, and home/school connections and disconnections. This article reports on an interview study of middle school ELLs from a variety of backgrounds. Using self-selected artifacts representing their in-school and out-of-school lives, participants discussed their in- …
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum, Bogum Yoon
Middle Grades Review
The purpose of this essay is to offer middle grades educators with suggestions on promoting students’ global perspectives by using the international pandemic as a main topic during and after the COVID-19 crisis. The outbreak of the coronavirus has affected individuals’ lives and education around the world including the United States. This phenomenon invites educators to work with students for deepening their understanding about the interconnected world as global citizens. Yet, education about the world is severely lacking. There is little in-depth discussion on how educators can help young adolescents to learn this interconnected world concept by using the current …
Exploring Culturally Responsive Teaching And Student-Created Videos In An At-Risk Middle School Classroom, Hannah Mackay, Martha J. Strickland
Exploring Culturally Responsive Teaching And Student-Created Videos In An At-Risk Middle School Classroom, Hannah Mackay, Martha J. Strickland
Middle Grades Review
As the United States public school classrooms encounter notable shifts in student demographics and increased access to technology, teachers face the dual challenges of cultural and digital differences as they attempt to build relationships with students and develop responsive and relevant instruction. Framed by culturally responsive teaching, this qualitative study explored how one middle school teacher and his students in two summer school English classes interacted with and responded to novel technology-based instructional approach that sought to connect the students’ lives outside of school to the classroom. The findings suggest that involving the students within this culturally responsive teaching approach …
What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub
What About The Little People?: Empowering Middle School Students To Discard The Great Man Theory, Sarah Straub
MLET: The Journal of Middle Level Education in Texas
This paper attempts to address the promotion of critical thinking in our middle school students as they reflect on the widely-accepted White Eurocentric perspective of history that has been traditionally taught in school. In this article, the incomplete treatment of history is identified as Carlyle’s Great Man Theory. The hope is that educators can be critical of the curriculum they are teaching so as to promote critical perspectives in their own students. History is not just the story of Great Men – it is a collective story of which many of us have a partial understanding. Specifically, this article addresses …
Creating Communities: Working With Refugee Students In Classrooms, Kevin C. Roxas
Creating Communities: Working With Refugee Students In Classrooms, Kevin C. Roxas
Democracy and Education
This article critically examines the reality of building community in public schools and specifically identifies the obstacles faced by teachers who try to create community with refugee students. The research in the article focuses on Ms. Patricia Engler, a teacher in a newcomer center for refugee students located in an urban setting. Engler created and fostered a sense of community for middle-school students in her classroom who often felt disconnected to their fellow students, their school, and the neighborhoods in which they lived, and was able to focus on work that she intuitively felt was right for her students based …