Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Responsive Approaches to Middles Grades Teaching & Teacher Preparation
share announcement

Responsive Approaches to Middles Grades Teaching & Teacher Preparation

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: closed (15 May 2023) | Viewed by 17149

Special Issue Editors

Dr. Cheryl R. Ellerbrock

E-Mail Website
Guest Editor
Department of Curriculum, Instruction and Learning, University of South Florida, 4202 East Fowler Ave EDU 105, Tampa, FL 33620, USA
Interests: responsive secondary school environments; responsive middle grades teacher preparation; responsive teaching practices; middle grades education; secondary teacher preparation; school transitions; responsive secondary school environments; responsive curriculum and instruction for young adolescent learners
Special Issues, Collections and Topics in MDPI journals
Ashlee Highfilll

E-Mail Website
Guest Editor Assistant
Department of Curriculum, Instruction and Learning, University of South Florida, 4202 East Fowler Ave EDU 105, Tampa, FL 33620, USA
Interests: middle grades education; middle grades teacher preparation; teacher care; responsive student-teacher relationships; responsive curriculum and instruction for young adolescent learners

Special Issue Information

Dear Colleagues,

The overall focus of this Special Issue is on responsiveness in the middle grades. The scope of this issue will include research topics in middle grades education and teacher preparation that focus on responsive approaches for teaching young adolescents. The purpose of this Special Issue is to highlight research and evidence from scholars about responsive approaches to middle grades teaching that aim to improve the schooling experience of all learners along with approaches for preparing responsive educators to undertake this important work. This Special Issue has the potential to contribute to the growing body of literature on middle grades teaching and the preparation of middle grades educators. It also has the potential to foster a nuanced understanding of responsive approaches to middle grades teaching and ways to prepare responsive educators for the middle grades across international contexts. 

While it is widely accepted that being a responsive middle grades educator is important to reaching and teaching young adolescent learners, researchers continue to investigate exactly what responsiveness entails. Topics for this issue will include research that conceptualizes responsiveness as well as addresses the nuances of responsive approaches to middle grades teaching and teacher preparation from an inclusive and equity-based perspective. As editor, I invite manuscripts from established scholars and highly encourage the submission of manuscripts by others independently. Please email a structured abstract (see Mosteller, Nave, and Miech, 2004) to me at ellerbro@usf.edu between April to August 2022.

Bishop, P. A., & Harrison, L. M. (2021). The successful middle school: This we believe.Association for Middle Level Education.

Brinegar, K., Harrison, L, & Hurd, E. (Eds.). (2019). Equity and cultural responsiveness in the middle grades. Information Age Publishing.

Howell, P. B., Faulkner, S. A., Jones, J. P., & Carpenter, J. (Eds.). (2018). Preparing middle level educators for 21st century schools: Enduring beliefs, changing times, evolving practices. Information Age Publishing.

Mertens, S. B., & Caskey, M. M. (Eds.). (2018). Literature Reviews in support of the middle level education research agenda (pp. 3-23). Information Age Publishing. Information Age Publishing.

Mosteller, F., Nave, B., & Miech, E. J. (2004). Why we need a structured abstract in education research. Educational Researcher, 33(1), 29–34. https://doi.org/10.3102/0013189X033001029

Dr. Cheryl R. Ellerbrock
Guest Editor
Ashlee Highfilll
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher preparation
  • educator preparation
  • middle grades education
  • middle level education
  • middle schools
  • responsiveness
  • developmentally responsive
  • culturally responsive
  • young adolescents
  • early adolescence

Published Papers (11 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review

15 pages, 1014 KiB  
Article
Exploring Social Justice Education as a Responsive Middle Grades Pedagogy to Promote Justice-Oriented Citizenship
by Jessica DeMink-Carthew, Jeremy W. DeMink and Kristie W. Smith
Educ. Sci. 2023, 13(9), 852; https://doi.org/10.3390/educsci13090852 - 22 Aug 2023
Viewed by 906
Abstract
Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that [...] Read more.
Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that engages the emerging criticality and sense of justice of young adolescents. For this reason, social justice education (SJE) is an especially promising responsive pedagogy for the middle grades. This study investigates the impact of a social justice project designed to promote justice-oriented views of citizenship on middle grades student perceptions of “good citizenship”. Findings indicate shifts in student perceptions of good citizenship toward more participatory and justice-oriented views of citizenship as well as increased critical consciousness. In addition, the findings indicate two new themes in student perceptions: (a) good citizens work together and (b) good citizens sometimes have to defy norms for justice. We close with a critical analysis of the findings and implications for responsive justice-oriented teaching and scholarship. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
►▼ Show Figures

Figure 1

14 pages, 253 KiB  
Article
Teaching Is Messy: Using Lesson Study to Reimagine Student-Centered Clinical Experiences
by Kristina N. Falbe and Robyn Seglem
Educ. Sci. 2023, 13(7), 735; https://doi.org/10.3390/educsci13070735 - 19 Jul 2023
Viewed by 1069
Abstract
Teacher preparation is dependent on a clinical model of instruction where students apprentice with licensed teachers to gain experience in a classroom. It is not always easy to create these opportunities in schools that are local to the university, especially with a large [...] Read more.
Teacher preparation is dependent on a clinical model of instruction where students apprentice with licensed teachers to gain experience in a classroom. It is not always easy to create these opportunities in schools that are local to the university, especially with a large middle-level program. This qualitative study examines how using lesson study in an early clinical experience can create high-quality experiences and develop innovative thinking around lesson design. This research answers the following questions: (1) What events do the preservice teachers identify as memorable in their interactions with students, peers, and teachers during a clinical experience that uses the lesson study model? (2) How does the lesson study model influence preservice teachers’ thinking about teaching? The results from the study suggest that a lesson study model is a viable option for middle-level teacher preparation programs. While it solves some practical issues, such as a lack of quality clinical experiences, it also creates an experience where students feel supported, scaffolded, and engaged. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
21 pages, 606 KiB  
Article
Exploring the Lived Experiences of Middle Grades Teacher Candidates Engaging in Critical Consciousness to Inform Equity-Oriented and Responsive Teacher Education
by Gayle Andrews and Susan Y. Leonard
Educ. Sci. 2023, 13(7), 658; https://doi.org/10.3390/educsci13070658 - 28 Jun 2023
Cited by 2 | Viewed by 1004
Abstract
To inform equity-oriented and responsive middle grades teacher education, the current article is a qualitative study of the lived experiences of middle grades teacher candidates enacting critical consciousness in their first semester in a two-year equity-oriented middle grades teacher preparation program. Equity-oriented and [...] Read more.
To inform equity-oriented and responsive middle grades teacher education, the current article is a qualitative study of the lived experiences of middle grades teacher candidates enacting critical consciousness in their first semester in a two-year equity-oriented middle grades teacher preparation program. Equity-oriented and responsive middle grades teacher education is defined as professional learning for middle grades preservice and inservice teachers that advances their development of critical consciousness, develops their capacity, knowledge, and skills as culturally and developmentally responsive teachers of young adolescents, and attends to their cultural and historical locations, pedagogical needs, interests, and concerns. Using a phenomenological research tradition and theories of critical consciousness and culturally relevant pedagogies, researchers closely examined 20 participants’ narratives and annotated reflections on how they “read the world” as perceived through the lenses of their cultural and historical locations and their descriptions of their experiences with critical incidents of perceived injustice as documented in Justice Journals. Two major themes emerged in participants’ data regarding their lived experiences of engaging in critical consciousness: (1) noticing and commenting on systems of oppression and (2) describing responses and strategies in connection to instances and patterns of injustice. Within the theme of noticing and commenting on systems of oppression, three sub-themes included (a) gender socialization, (b) classism, and (c) racism. Within the theme of describing responses and strategies in connection to instances and patterns of injustice, analysis revealed four sub themes: (a) responding to discomfort, (b) critiquing/distancing, (c) stopping, and (d) feeling blessed. These themes and sub-themes represent teacher candidates’ lived experiences of engaging in critical consciousness, primarily focused on critical awareness, critical reflection, and critical analysis. Implications for developing equity-oriented and responsive middle grades teacher education are provided. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
18 pages, 575 KiB  
Article
Supporting a Responsive Transition to High School through a Summer Transition Camp
by Cheryl R. Ellerbrock, Erin Parke and Jennifer Denmon
Educ. Sci. 2023, 13(7), 629; https://doi.org/10.3390/educsci13070629 - 21 Jun 2023
Viewed by 1368
Abstract
In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students’ procedural, social, and [...] Read more.
In this qualitative case study (n = 32), researchers sought to understand the ways a multi-day summer transition camp may help incoming ninth-grade students experience a developmentally responsive transition into high school. The findings revealed camp helped support students’ procedural, social, and academic-related needs and concerns. Learning the school layout and policies helped support students’ procedural-related needs and concerns. Promoting student–student, educator–student, and school–student relationships helped support students’ social-related needs and concerns. Attending academic classes and communicating expectations for academic success helped support students’ academic-related needs and concerns. A summer camp may foster a responsive transition and mitigate school failure, but must be developed and delivered based on students’ developmental and transition-related needs and concerns. Furthermore, students must perceive camp activities as actually supporting their needs and concerns. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
►▼ Show Figures

Figure 1

14 pages, 265 KiB  
Article
Pedagogical Approaches of a Targeted Social and Emotional Skilling Program to Re-Engage Young Adolescents in Schooling
by Katherine Main and Susan Whatman
Educ. Sci. 2023, 13(6), 627; https://doi.org/10.3390/educsci13060627 - 20 Jun 2023
Viewed by 1354
Abstract
This paper forms part of a larger study that examined the effectiveness of a targeted social and emotional program to re-engage early adolescents who were already showing signs of disengaging from schooling. Using qualitative methodology, data for this paper come from an in-depth [...] Read more.
This paper forms part of a larger study that examined the effectiveness of a targeted social and emotional program to re-engage early adolescents who were already showing signs of disengaging from schooling. Using qualitative methodology, data for this paper come from an in-depth interview with the teacher/facilitator of the program presented as six individual vignette case studies. Each vignette highlights the individual challenges and outcomes of a student who had completed the TLC program. These student cases represented the types of disengaging behaviours students who entered the program were displaying. Findings indicate this short-term targeted social and emotional program is highly successful in re-engaging these students with sustained benefits. The authors call for more awareness of and education for teachers to have the skills to embed targeted social skills when planning their curriculum. This is particularly salient during early adolescence when students begin to exhibit early signs of disengagement. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
13 pages, 235 KiB  
Article
Transformative Potential of Culturally Responsive Teaching: Examining Preservice Teachers’ Collaboration Practices Centering Refugee Youth
by Amy Walker
Educ. Sci. 2023, 13(6), 621; https://doi.org/10.3390/educsci13060621 - 18 Jun 2023
Cited by 3 | Viewed by 1228
Abstract
Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection [...] Read more.
Using a critical ethnographic approach, this research explores the experiences of preservice teachers in a Midwestern educator preparation program as they plan and implement an interdisciplinary community exploration and learning project using culturally responsive teaching practices to center local refugee youth. Data collection includes observing collaborative planning processes, collecting written reflections and photographs, and conducting post-project interviews. Findings suggest that culturally responsive teaching practices can lead to the development of asset-based mindsets of their peers through an emphasis on openness, interdisciplinary collaboration, and centering refugee youth. The implications of reframing service learning as learning and exploration are discussed, highlighting the benefits for both students and preservice teachers in terms of cultural competence and equity. Considerations for future research include the importance of longitudinal studies on the impact of cultural responsiveness in educator preparation programs. The research contributes to the understanding of effective teaching strategies for promoting equity in education and highlights the transformative potential of culturally responsive teaching on preservice teachers in collaboration with each other. Overall, engaging preservice teachers in community exploration and learning projects as culturally responsive teaching has the potential to dismantle racism, challenge biases, promote openness and partnership, and foster equity across middle-level learning spaces. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
9 pages, 211 KiB  
Article
Middle Grades Math with Ice Cream Sundaes: Connecting Math to the Real World
by Kayleen K. Montesdeoca
Educ. Sci. 2023, 13(6), 615; https://doi.org/10.3390/educsci13060615 - 16 Jun 2023
Cited by 1 | Viewed by 1453
Abstract
This qualitative case study presents findings related to the experiences of one preservice teacher as they attempted to create student-centered math experiences in their middle school mathematics classroom. The participant was enrolled in a graduate secondary mathematics teacher education program and was student [...] Read more.
This qualitative case study presents findings related to the experiences of one preservice teacher as they attempted to create student-centered math experiences in their middle school mathematics classroom. The participant was enrolled in a graduate secondary mathematics teacher education program and was student teaching at a middle school. In this research study, I asked, “How does one preservice middle grades mathematics teacher understand ways to connect math to the real world?” The data collected included interviews, classroom artifacts, and researcher memos. The data were analyzed using thematic analysis. The findings suggested that, although the preservice teacher wanted to infuse real world experiences in their lessons, they were unsure of ways to do so; they struggled to infuse a real world context in math at the middle school level. This study draws attention to the importance of ensuring that middle grades mathematics educators receive instruction on ways to help their students make connections to the real world and thus create student-centered mathematics classrooms. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
14 pages, 252 KiB  
Article
A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA
by David C. Virtue and Holly H. Pinter
Educ. Sci. 2023, 13(6), 549; https://doi.org/10.3390/educsci13060549 - 26 May 2023
Viewed by 1060
Abstract
This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students [...] Read more.
This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
14 pages, 576 KiB  
Article
Culturally Sustaining Practices for Middle Level Mathematics Teachers
by Nancy B. Ruppert, Bridget Coleman, Holly Pinter, Denise T. Johnson, Meghan Rector and Chandra Diaz
Educ. Sci. 2022, 12(12), 910; https://doi.org/10.3390/educsci12120910 - 12 Dec 2022
Cited by 2 | Viewed by 2353
Abstract
This chapter provides middle school mathematics teachers with strategies to specifically address culturally responsive teaching goals. Authors provide background on culturally sustaining practices and use Ellerbrock and Vomvoridi-Ivanovic’s (2019) three goals for Responsive Middle Level Mathematics Teaching (RMLMT) as a foundation to suggest [...] Read more.
This chapter provides middle school mathematics teachers with strategies to specifically address culturally responsive teaching goals. Authors provide background on culturally sustaining practices and use Ellerbrock and Vomvoridi-Ivanovic’s (2019) three goals for Responsive Middle Level Mathematics Teaching (RMLMT) as a foundation to suggest three specific tools middle level practitioners can use to enhance their students’ experiences. The first goal, advancing young adolescent learners’ mathematical thinking, includes getting to know individuals’ mathematical selves. Goal two addresses promoting equity in young adolescent learner’s mathematical classroom learning experiences. Goal three, attending to young adolescents’ characteristics, needs, and interests, includes an examination of ways to use young adolescent characteristics in middle school math classrooms. The three tools we are recommending include: reflection, literacy integration, and utilization of place-based, problem-based learning. Each of these tools reflect practices that sustain an environment operationalizing the goals of RMLMT. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
►▼ Show Figures

Figure 1

14 pages, 454 KiB  
Article
A Literary Shadow Study
by Amanda Wall
Educ. Sci. 2022, 12(12), 848; https://doi.org/10.3390/educsci12120848 - 22 Nov 2022
Viewed by 1117
Abstract
A shadow study can be an effective way to consider a student’s experience in school. For teacher candidates, engaging in a shadow study can be a responsive approach supporting growing habits of translating theory into practice and making connections among course concepts, research, [...] Read more.
A shadow study can be an effective way to consider a student’s experience in school. For teacher candidates, engaging in a shadow study can be a responsive approach supporting growing habits of translating theory into practice and making connections among course concepts, research, theory, and principles. When middle-level teacher candidates were unable to have field experiences in recent semesters due to COVID-19, they instead took part in a literary shadow study of a character in a novel for young adolescents. After taking running notes while reading, they connected aspects of the character (including thoughts, words, and actions) to research and principles about education for young adolescents. This was a collective case study to determine overall themes across two cohorts of teacher candidates’ shadow studies. Each candidate’s literary shadow study was a source of data, analyzed through discourse analysis. The AMLE standards for middle level teacher preparation were start codes; other codes were identified through data analysis. This study builds on the scant research on the shadow study procedure and presents evidence of teacher candidates’ learning about young adolescent development as well as middle level structures, and how they connect these ideas to specific student experiences (in this case, fictional) and their own identities as teachers. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
►▼ Show Figures

Figure 1

Review

Jump to: Research

10 pages, 252 KiB  
Review
Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners
by Bogum Yoon
Educ. Sci. 2023, 13(6), 557; https://doi.org/10.3390/educsci13060557 - 28 May 2023
Cited by 1 | Viewed by 2787
Abstract
Drawn from both existing research and the author’s research experiences in middle schools in the United States, this research synthesis paper will highlight the key principles of culturally and linguistically responsive teaching (CLRT) for multilingual learners (MLLs) who are acquiring English as an [...] Read more.
Drawn from both existing research and the author’s research experiences in middle schools in the United States, this research synthesis paper will highlight the key principles of culturally and linguistically responsive teaching (CLRT) for multilingual learners (MLLs) who are acquiring English as an additional language. Although CLRT is regarded as an important framework for middle grade MLLs’ learning, there is a lack of resources that provide a comprehensive view of historically/theoretically ground and research-based approaches for middle grade educators to consider in the classroom. This paper attempts to address this need by discussing the historical orientation of CLRT and its five major principles commonly identified in relevant literature. These principles include: (1) building foundational knowledge of MLLs’ home languages, (2) offering translanguaging space for MLLs’ linguistic repertoire, (3) using multimodality for MLLs’ engagement, (4) implementing integrated approaches for content and language, and (5) seeking collaboration for MLLs’ diverse needs. These key elements of CLRT provide insight into how middle grade teachers can support equitable access to learning opportunities for MLLs. Full article
(This article belongs to the Special Issue Responsive Approaches to Middles Grades Teaching & Teacher Preparation)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-11
Back to TopTop