International Handbook of Middle Level Education Theory, Research, and Policy

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Contributors
Acknowledgments
PART I: Introduction to the Volume
1. Capturing a Moment in Middle Level Education Theory, Research, and Policy
Purpose and Organization of the Volume
Overview of the Volume
Conclusion
Note
References
PART II: Visions and Frameworks for Quality and Equity in Middle Level Education
2. Hope is Work: A Critical Vision for Middle Grades Education
Historical Context of Visions
Journey of “The Good” in Education
Conceptual Framework
Data Collection
Analysis
“Good” as Academic Excellence
“Good” as Developmental Responsiveness
Findings and Discussion
Conclusion
References
Appendix A National Forum to Accelerate Middle-Grades Reform Vision Statement (1998)
3. The International Baccalaureate Middle Years Programme (MYP) in US Middle Level Schools
The IB Continuum
History of the MYP
MYP Curriculum and Framework
Adoption of the MYP
Outcomes of MYP
Perceptions of MYP
Conclusion
References
Appendix Alignment of This We Believe Characteristics and IB Standards (Dever & Raven, 2017)
4. Democratic Living and Learning as a Signature Pedagogy for Middle Level Teacher Preparation
Historical Recommendations for the Preparation of Middle Level Professional Educators
Roots of Signature Pedagogy Research
Signature Pedagogies Explained
Seeking aSignature Pedagogy for Middle Level Teacher Education
Democratic Living and Learning: ASignature Pedagogy
Professions and Professionals
Complexity of Preparing Teachers as Professionals
Conclusion
References
5. A Framework for Classroom Caring that Challenges the Eurocratic Norm in Middle Level Schools and Classrooms
Toni’s Introduction
Susi’s Introduction
Blending Our Work to Offer aFramework
Culturally Relevant, Responsive, and Sustaining Caring
The Framework
Conclusion
References
6. Exemplary Middle Level Education in Three Pacific Contexts: Hawai‘i, American Samoa, and the Republic of the Marshall Islands
Overview of Three Pacific Locales
Education in Three Pacific Locales
Exemplary Middle Level Education in Three Pacific Locales
Acknowledgement
References
PART III: Characteristics of Learners in Middle Level Education Communities
7. Understanding Young Adolescents through the Intersection of Cognitive Neuroscience, Psychology, and Educational Pedagogy
Cognitive Neuroscience
Psychology
Pedagogy
Recommendations for Researchers
Final Thoughts
References
8. Using a Cognitive Apprenticeship Approach to Prepare Middle Grades Students for the Cognitive Demands of the 21st Century
Metacognition
Cognition
Designing Instruction
Conclusion
References
9. The Effects of Contemporary Technology on Young Adolescents’ Socioemotional Behaviors and Learning
Young Adolescents’ Developmental Traits
Available Technology
Effects of Technology on Young Adolescents
Conclusion
References
10. Engaging and Supporting Boys Through the Middle Years: A Perspective from Australia
History of Boys in Schools
Disengagement of Boys in Schooling
Students’ Perspectives on School Engagement
Improving Support for Boys in the Middle Years
Addressing Boys’ Needs to Gain Social Power and Be “Macho”
Conclusion and Recommendations
References
11. The Need to Teach Responsive Dispositions in Middle Level Teacher Preparation
Young Adolescents and the World Today
Middle Level Education and Dispositions
Dispositions in Action
DIA and Young Adolescent Learners
DIA and Current Trends in Teaching
Dispositions in Action: Findings about Teaching and Learning
Conclusion
References
Appendix
Pedagogy of Dispositions Observation Form
Responsive interaction with students (empowering/connected)
Responsive interaction within assessment (challenging/critical)
Responsive interaction within instruction (facilitative/creative)
PART IV: Characteristics of Middle Level Education Learning Environments
12. Supporting Young Adolescent Motivation in School Through an Adolescent-Centered Community of Care
Young Adolescent Motivation at School
Adolescent-Centered Community of Care
Key Elements of an Adolescent-Centered Community of Care
Conclusion: Future Directions and Implications for Young Adolescent Motivation
References
13. Classroom Behavior Management in Middle Level Education: A Self- Regulatory Approach to Empower Teachers and Adolescent Learners
Recognizing Middle Level Education and Adolescent Development
Reviewing Teaching and Learning Philosophy for Middle Level Education
Linking Classroom Behavior Management and SRL
Articulating a Self-Regulatory Approach to Classroom Behavior Management
Conclusion
References
14. It’s a Human Right! Young Adolescents Need to Play in the Middle Grades
Toward aTheory and Operational Definition of Young Adolescent Play (YAP)
Young Adolescent Play (YAP) and Its Potential to Support Healthy Development
Young Adolescent Play (YAP) and Enhanced General Learning
Young Adolescent Play (YAP) and Discipline Specific Learning in the Middle Grades
Conclusion
References
15. Creativity and Non-Traditional Approaches for Middle-Level Music Education
Defining Creativity in Music Education
Implementing Creativity in the Music Classroom
Informal Music Learning
Non-Traditional Music Education and Its Challenges
ACall for Change and Increased Opportunity
Suggestions for the Future
References
16. Continuing Professional Development and Middle Years Teachers: What the Literature Tells Us
The Need for Professional Learning
General Principles: CPD and How It Impacts Student Learning
Method
Deepening Our Understanding: What the SQLR Tells Us
Conclusion
References
PART V: Microcontexts of Middle Level Education Praxis
17. Less Doing, More Being: A Conceptual Framework for Cultural Responsiveness in Middle Grades Education
Opportunities and Challenges Shaping Middle Level Education
Cultural Responsiveness in Middle Grades Education
Research Methodologies and Methods Capturing Successes with Marginalized Students1
Conclusion: Unasked Questions at the Middle Level
Note
References
18. Starting with the Students: An Assets-Based Model to Teaching Middle Grades Mathematics
An Overview of Recommendations for Academic Programming in Middle Grades Mathematics Education in the United States
An Assets-Based Model for Academic Programming in Middle Grades Mathematics Education
Our Assets-Based Model for Academic Programming in Middle Grades Mathematics Education
Conclusion
Notes
References
19. Place-Based Education in Middle Level Education: Bringing in and Contributing to the Local Context
Description of Place-Based Education
Extant Research on Place-Based Education in Middle Level Education
A Place-Based Education Framework for Middle Level Career Development
Conclusion
References
20. Making the Shift: Consciously Preparing Clinically-Minded Middle Grades Teacher Educators
Clinically-Intensive Teacher Preparation
Clinically-Intensive Teacher Educator Preparation
Perspectives on one Clinically-Intensive Middle Grades Teacher Educator Preparation Program
Preparing Clinically-Minded Middle Grades Teacher Educators
Final Thoughts
References
21. Middle Grades Ethnographies in Theory and Practice
Of Ethnography
Middle Grades Ethnographies
Conclusion: Possible Directions in Middle Grades Ethnography
Notes
References
PART VI: Macrocontexts of Middle Level Education Policy and Praxis
22. Reforming Middle Years’ Education in Australia: Challenges, Implications, and Opportunities
The Middle Years’ Movement in Australia
Current Challenges
The Role of Capacity Building in Reform
Building Capacity for Future Middle Years’ Reform
Conclusion and Recommendations for Future Research
References
23. Engaging Middle Yearsʼ Learners: An Australian Perspective, 1990–2018
Creating the Conditions for Engagement: The Australian Context, 1990–2018
(Re)conceptualizing the Problem of Engagement
(Dis)engagement in Australian Middle Level Schooling: Pedagogical Solutions
Conclusion
References
24. Humanities-Forward Developments in Norwegian Middle Grades English Education
The Norwegian Context
Background
Features of Humanities-Forward Reforms
Teacher Autonomy, Responsibility, and Professionalism in the Humanities Context
Conclusion
References
25. Middle Level Social Studies Education in Turkey: A Window to Citizenship Education
Social Studies: ACitizenship Education Program
Turkish Education System and Social Studies Education
Historical Development and Citizenship Education in Turkey
Social Studies Teacher Training System
Conclusion
References
26. Measuring What Matters: Rethinking Middle Grades Accountability Systems in the Era of the Every Student Succeeds Act
Standardized Testing and Accountability: Immediate History and Uncertain Future
Teaching and Learning in the Age of Accountability
The Opportunity: Every Student Succeeds Act
Measuring What Matters
Leading from the Middle: Envisioning an Accountability System under ESSA
Six Measures of School Quality and Accountability
Implications for Future Research in Middle Level School Accountability Systems
Conclusion
References
27. Hidden in the Middle: The State of Homelessness in Middle Level Education
Defining Homelessness
The McKinney-Vento Act
United States of Student Homelessness
Literature on Youth Homelessness
Why Focus on Student Homelessness in the Middle Grades?
Note
References
PART VII: Future Directions
28. Looking Back to Move Forward: An Historical Analysis of Educating the Young Adolescent in the United States
Looking Back: Evolution of Education for the Young Adolescent
Moving Forward: Key Principles for Re-Energizing Middle Grades Education
References
29. Maturation of Scholarship in Middle Level Education
AMaturing Field
AGrassroots Epistemology for Middle Level Education
ATranslational Research Approach
Conclusion
References
Index