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Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Influence Of Restorative Practices On The Middle-School Classroom, As Reported By Teachers: A Qualitative Case Study, Julia Y. Andrews
Electronic Theses and Dissertations
The purpose of this qualitative case study was to examine middle school teachers’ perceptions of the influence that restorative practices have on the middle school classroom environment. For the purpose of this study, seven middle school teachers were selected who have implemented restorative practices in their middle school classrooms to provide feedback. Findings suggest that overall restorative practices have a positive influence on the classroom. The findings from this study can be used with teachers, administrators, counselors, parents, and school and district support staff to help create a positive campus culture between students and adults in middle school classrooms. The …
Exploration Of Strategies Of Teacher Leaders For Responding To Students Experiencing Trauma Framed In Casel's Social And Emotional Learning Theory, Kimberly Dionne Parrott
Exploration Of Strategies Of Teacher Leaders For Responding To Students Experiencing Trauma Framed In Casel's Social And Emotional Learning Theory, Kimberly Dionne Parrott
Electronic Theses and Dissertations
The purpose of this qualitative instrumental case study was to explore strategies for supporting students experiencing trauma as perceived by teacher leaders framed in CASEL’s social and emotional learning theory. A descriptive instrumental case study design utilized data from online interviews and voluntarily submitted artifacts of nine middle school teacher leaders to investigate strategies used to support students experiencing trauma. Data were manually coded to determine themes indicating recommend strategies used to support students who have experienced trauma. The overall findings revealed that teacher leaders require professional development focusing on trauma-informed practices to suitably support students who are experiencing trauma. …
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Michigan Reading Journal
This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.
A Place Of Yes? Experiences Of Educators Participating In Site-Based Teacher-Led Reform, Elizabeth Hind
A Place Of Yes? Experiences Of Educators Participating In Site-Based Teacher-Led Reform, Elizabeth Hind
Education (PhD) Dissertations
This study examined the experiences of four teachers who participated as mentors in a teacher-designed and -implemented creative community at a middle school in southern California. Using the arts-based research methodologies of poetic inquiry, narrative inquiry, and painting, the researcher explored how teachers experience teaching and learning when they deconstruct structures that perpetuate standardization and choose to approach education as a place of yes, freed from the parameters of mandated curriculum, the idea of education as product, and high- stakes accountability measures. The study revealed that the qualities of the creative community had a humanizing effect on its participants, allowing …
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis. …