Mirroring the roundtable discussions conducted at the 2020 Association for Middle Level Education (AMLE) conference, this volume highlights the dialogic knowledge-building process critical to advancing middle level teaching and research.
Launching the new AMLE Innovations in Middle Level Education Research series, this collection captures the synergetic dialogue that occurs during professional meetings by collating and centering five recent studies on topics such as mathematics achievement, personalized and project-based learning, and teacher collaboration. A companion essay and critical external response accompanies each study, serving to re-situate original research and reconsider findings in view of professional insights and external critique gained through discussion at AMLE 2020. Ultimately, these response essays foreground potential avenues for future research and alternative thinking, laying the groundwork for implementation of critical discussion in the classroom environment.
This text will benefit researchers, doctoral students, and academics in the fields of middle level education, educational research, and specifically research methods in education. Those interested in teaching and learning, and adolescent development more broadly, will also benefit from this volume.
Author(s): David C. Virtue
Series: AMLE Innovations in Middle Level Education Research
Publisher: Routledge
Year: 2022
Language: English
Pages: 268
City: New York
Cover
Half Title
Series
Title
Copyright
Dedication
Table of Contents
About AMLE
List of Tables
List of Figures
List of Contributors
Foreword
Introduction
1 Engendering and Enriching Critical Conversations about
Middle Level Education Research
PART I Factors Affecting Middle Grades Mathematics Achievement
2 Middle Level Mathematics Achievement from Teacher
and Student Perspectives: Reflections and New
Directions in Middle Level Mathematics Research
3 Student Readiness to Learn and Teacher Effectiveness: Two Key Factors in Middle Grades Mathematics Achievement
4 Teaching Mathematics in the Middle Grades: Connecting Seminal Education Philosophies to Current Best Practices
PART II Perspectives on Personalized Learning
5 Critical Reflections on Personalized Project-Based Learning
6 Mixed Feelings about Choice: Exploring Variation in Middle School Student Experiences with Making Choices in a Personalized Learning Project
7 Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study
8 A Response to Critical Reflections on Personalized Project-Based Learning
PART III Understanding Teacher Collaboration in Diverse Classrooms
9 “All the Way Better”: Teacher Collaboration and ESL
Students’ Participation
10 “You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration
11 Insights from a Case Study on Teacher Collaboration: Response to Giles and Yazan
PART IV Exploring Social and Emotional Learning in the Middle Grades
12 Extending Research on SEL in the Middle Grades
13 Middle Level Students’ Perceptions of Their Social and Emotional Learning: An Exploratory Study
14 Researching Social and Emotional Learning in the Middle Grades: A Response to Strahan and Poteat
Conclusion
15 New Directions as Travel Itinerary
Index
