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Articles 1 - 4 of 4
Full-Text Articles in Education
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino
Middle Grades Review
In middle-grades settings, students are cultivating critical consciousness to apply general knowledge of equity to their local context(s) (Nojan, 2020). As educators work to foster environments that allow middle-grade students to cultivate critical consciousness, expectations have shifted in the area of leading for equity. We have outlined a leadership framework we believe will advance the collective critical consciousness with examples for middle-grade contexts. Our focus is working toward equitable outcomes through one’s sociopolitical development and creating ways to further the collective critical consciousness of the entire school community through a distributed leadership perspective. Through this lens, our hope is to …
The Middle School Concept Implementation Gap: A Leadership Lens, Julia G. Rheaume
The Middle School Concept Implementation Gap: A Leadership Lens, Julia G. Rheaume
Middle Grades Review
Middle school scholars periodically lament the lack of holistic implementation of the middle school concept (Alverson et al. 2021; Dickinson & Butler, 2001; Lounsbury 2013; Schaefer et al. 2016;). The results of a case study conducted in Alberta, Canada (Rheaume, 2018) are compared to a recent examination of the current status of middle schools in America (Alverson et al., 2021) to illustrate common implementation gaps and challenges. Consideration of the role of middle level leadership in supporting the implementation of the middle school concept is followed by a proposed expansion of the developmentally responsive middle level leadership (DRMLL) model (Brown …
Extending The Research On 1:1 Technology Integration In Middle Schools: A Call For Using Institutional Theory In Educational Technology Research, Alexandra J. Lamb, Jennie M. Weiner
Extending The Research On 1:1 Technology Integration In Middle Schools: A Call For Using Institutional Theory In Educational Technology Research, Alexandra J. Lamb, Jennie M. Weiner
Middle Grades Review
In this essay, we argue institutional lenses are a vital but largely missing part of understanding how 1:1 technology programs can effect change in teaching and learning in middle schools. Indeed, while current research highlights the positive effects technology integration efforts, and 1:1 programs in particular, have on student learning and engagement, much has focused on the knowledge, skills, and beliefs of individuals or groups of actors. There is less research considering how the institutional context may impact teacher and administrator behavior regarding these and other technology-focused efforts thus limiting our ability to fully support schools and teachers in these …
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.