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