Preparing Middle Level Educators For 21st Century Schools
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| Author | : Penny B. Howell |
| Publisher | : IAP |
| Total Pages | : 407 |
| Release | : 2018-05-01 |
| Genre | : Education |
| ISBN | : 1641133163 |
Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices provides a review of current research focused on middle level educator preparation at all levels. Our enduring beliefs about young adolescents have not changed (e.g., need for developmentally responsive instruction, caring adults who understand them and are prepared to teach them, opportunities to explore their interests) but the political and sociocultural climate of schools and schooling has. In light of changing times, this volume allows researchers and teacher educators to share research from their context and inform the evolving practices of educator preparation for the middle level. The research presented in this volume is organized into three sections, with an introduction provided for each. The authors grounded their work in the Association for Middle Level Education’s teacher preparation standards (2012) and tenets of This We Believe (NMSA, 2010). By doing so, they examine topics that hold potential for meeting the learning needs of teachers and students in middle level schools. The first section includes chapters from individuals working to ensure that the enduring beliefs of middle level education continue to guide the structures of their middle level teacher preparation programs. The second set of chapters closely examines how changing times are shaping the work of teacher educators. Finally, the last section spotlights evolving practices that continue to develop in response to the changes impacting our classrooms, schools, and communities. This text provides readers with researched-based practices and information to help them continue the tradition of middle level teacher education. The enduring beliefs of preparing teachers who understand, respect, and honor the many talents, gifts, and contributions of the young adolescent student will guide teacher educators as they respond to the changing times of education and the evolving practices of teachers, teacher educators, and schools.
| Author | : Kathleen M. Brinegar |
| Publisher | : IAP |
| Total Pages | : 370 |
| Release | : 2019-04-01 |
| Genre | : Education |
| ISBN | : 1641136758 |
While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.
| Author | : Ken Kay |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Educational leadership |
| ISBN | : 9780132117593 |
"Educational leaders are empowered by a 7-steps framework to move their schools and districts forward in a quest to create community consensus and build the professional capacity for preparing students for 21st century learning."--Book cover.
| Author | : Anna J. Small Roseboro |
| Publisher | : R&L Education |
| Total Pages | : 337 |
| Release | : 2010-04-16 |
| Genre | : Education |
| ISBN | : 1607095815 |
Teaching Middle School Language Arts is the first book on teaching middle school language arts for multiple intelligences and related 21st century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students in public and private schools. Thousands more teachers join these ranks annually, especially in the South and West, where ethnic populations are ballooning. Teachers and administrators seek practical, time-efficient ways of teaching language arts to 21st century adolescents in increasingly multicultural, technologically diverse, socially networked communities. They seek sound understanding, practical advice, and proven strategies for connecting diverse literature to 21st century societies while meeting state and professional standards. Teaching Middle School Language Arts provides strategies and resources that work. Roseboro's book provides an entire academic year of inspiring theory and instruction in multimedia reading, writing, and speaking for the 21st century literacies that are increasingly required in the United States and Canada. An appendix includes supplementary documents to adapt or adopt, and a companion web site is designed to continue communication with readers.
| Author | : David C. Virtue |
| Publisher | : Taylor & Francis |
| Total Pages | : 253 |
| Release | : 2024-02-20 |
| Genre | : Education |
| ISBN | : 1003850855 |
This insightful book presents and discusses the dialogues that took place in the New Directions in Middle Level Education Research session at the 2022 Association for Middle Level Education (AMLE) conference. Carefully crafted and expert-led chapters draw upon four recent studies that were published in Research in Middle Level Education Online, the research journal of AMLE, and which were featured in a roundtable discussion at the 2022 AMLE conference. Each section of the book includes one of the four studies accompanied by two companion pieces offering different perspectives on the work. In the companion essays, the original authors enrich and extend their research by incorporating feedback from the conference session discussions, revisiting their findings and conclusions, considering alternative approaches to further research, and proposing new or clarified implications for practice. The book also comprises contributions from middle level education experts, who offer responses to each study, offering perspectives, critiques, and commentaries. Reflecting the generative, dialogic, knowledge-building process that took place at the AMLE conference, it showcases the collaborative work of middle level researchers who draw ideas and inspiration for their studies from prior research and accounts of practice, as well as their own experiences in the field. This book is an excellent resource for researchers, doctoral students, and academics in the fields of middle level education, educational research, and research methods in education.
| Author | : David C. Virtue |
| Publisher | : Routledge |
| Total Pages | : 431 |
| Release | : 2019-08-30 |
| Genre | : Education |
| ISBN | : 1351122096 |
The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark resource for researchers, graduate students, policy makers, and practitioners who work in middle level education and associated fields of study. The volume provides an overview of the current state of middle level education theory, research, and policy; offers analysis and critique of the extant literature in the field; and maps new directions for research and theory development in middle level education. The handbook meets a pressing need in the field for a resource that is comprehensive in its treatment of middle level research and international in scope. Chapter authors provide rationales for middle level education research and definitions of the field; discuss philosophical approaches and underpinnings for middle level education research; describe and critique frameworks for quality in middle level education; review research about young adolescent learners, middle level school programming, and educator preparation; and analyze public policies affecting middle level education at national, regional, and local levels.
| Author | : Winter, Kim K. |
| Publisher | : IGI Global |
| Total Pages | : 317 |
| Release | : 2019-03-01 |
| Genre | : Education |
| ISBN | : 1522583548 |
Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
| Author | : National Middle School Association |
| Publisher | : National Middle School Assn |
| Total Pages | : 66 |
| Release | : 2010-01-01 |
| Genre | : Education |
| ISBN | : 9781560902324 |
| Author | : Gaines, Cherie Barnett |
| Publisher | : IGI Global |
| Total Pages | : 335 |
| Release | : 2021-01-15 |
| Genre | : Education |
| ISBN | : 1799870677 |
Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but middle school education, as a whole, has been left behind. For this reason, there is the need for current research on all aspects and topics that may contribute to middle school student success. Promoting Positive Learning Experiences in Middle School Education focuses on the ideal conditions for maximizing student success and engagement in middle school education. The chapters take a deeper look into the modern tools, technologies, methods, and theories driving current research on middle school students, their teachers, their classroom environment, and their learning. Highlighting topics such as curriculum reform, instructional strategies and practices, effective teaching, and technology in the modern classroom, this book is ideally intended for middle school teachers, middle school administrators, and school district administrators, along with practitioners, stakeholders, researchers, academicians, and students interested in middle school education and student success.
| Author | : Xudong Zhu |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 403 |
| Release | : 2013-12-16 |
| Genre | : Education |
| ISBN | : 3642369707 |
This book addresses two main questions, namely how to prepare high-quality teachers in the 21st century and how the East and the West can learn from each other. It addresses the different challenges and dilemmas that eastern countries, especially China, and western countries are facing with regard to teacher education. We explore the question by examining teacher education research, practice and policy in different countries, identifying both common problems and country-specific challenges. We then try to find valuable experiences, theories and practice which can solve specific problems in the process of teacher education, also addressing how local and global factors impact it. In this regard, our approach does not strictly separate pre-service teacher education from teachers’ in-service professional development, adopting an integrative perspective. Further, we believe the respective social and cultural contexts must also be taken into account. Lastly, we call for teachers’ knowledge and individual character traits to be accounted for in the education of high-quality teachers.
