Pub Date : 2021-11-01DOI: 10.20429/cimle.2021.260104
N. Ruppert, John H. Swaim
{"title":"Looking Back to Look Forward: an Interview With John Swaim on the Making of This We Believe","authors":"N. Ruppert, John H. Swaim","doi":"10.20429/cimle.2021.260104","DOIUrl":"https://doi.org/10.20429/cimle.2021.260104","url":null,"abstract":"","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"C-34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126491068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.20429/CIMLE.2021.250205
D. Virtue
Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5 Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades course with an emphasis on three aspects of planning: team, task, and time The author reflects on the implementation of the simulation and offers recommendation for improvement
{"title":"Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time","authors":"D. Virtue","doi":"10.20429/CIMLE.2021.250205","DOIUrl":"https://doi.org/10.20429/CIMLE.2021.250205","url":null,"abstract":"Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5 Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades course with an emphasis on three aspects of planning: team, task, and time The author reflects on the implementation of the simulation and offers recommendation for improvement","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127943322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.20429/CIMLE.2021.250203
Nanette Marcum-Dietrich, C. Stunkard, Zachary J. Krauss, S. Kerlin
Field experience is the culminating experience for pre-service teacher training As COVID-19 closed schools across the country, pre-service teachers' field experiences were disrupted This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning The findings suggest that there were gains and losses in terms of the pre-service teachers' ability to develop essential skills;classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced The transition to remote learning also caused the way student teachers' skills were valued, as well as the effectiveness of their teaching, to change How future teachers are prepared will need to be altered Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remote, and hybrid models
{"title":"Uncharted WATERS: Sustaining a Meaningful Student Teaching Experience Amidst a Global Pandemic via an Online STEM Curriculum","authors":"Nanette Marcum-Dietrich, C. Stunkard, Zachary J. Krauss, S. Kerlin","doi":"10.20429/CIMLE.2021.250203","DOIUrl":"https://doi.org/10.20429/CIMLE.2021.250203","url":null,"abstract":"Field experience is the culminating experience for pre-service teacher training As COVID-19 closed schools across the country, pre-service teachers' field experiences were disrupted This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning The findings suggest that there were gains and losses in terms of the pre-service teachers' ability to develop essential skills;classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on instruction were enhanced The transition to remote learning also caused the way student teachers' skills were valued, as well as the effectiveness of their teaching, to change How future teachers are prepared will need to be altered Going forward, all teachers will need the skills to reach students in a variety of environments including face-to-face, remote, and hybrid models","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122386172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.20429/CIMLE.2021.250210
Penny B. Howell, Alice Gnau, Laura Peavley, C. Workman
In the United States during March and April of 2020, more than 50 million K-12 students were impacted by school closures with many forced to engage in online teaching for continuity in their 2019-2020 school year This disruption to K-12 public and private schools reverberated in programs of teacher education around the country As school-university partners, we wanted to provide opportunities for new teacher candidates to be able to engage in some form of interaction with students and veteran teachers We drew on the structures and strengths of our school-university partnership to build our plan to engage in pandemic-induced, alternative field experiences In this article, we describe how one middle level school-university partnership leaned into virtual learning spaces and provided opportunities to help teacher candidates who were beginning their teacher education program conceptualize teaching and learning in new ways Additionally, we provide classroom teachers' perspectives on hosting teacher candidates in a virtual learning format, offering insights on best practices and challenges to ponder
{"title":"Field Experiences in the Ether: The Pandemic-induced Realities of Learning to Teach","authors":"Penny B. Howell, Alice Gnau, Laura Peavley, C. Workman","doi":"10.20429/CIMLE.2021.250210","DOIUrl":"https://doi.org/10.20429/CIMLE.2021.250210","url":null,"abstract":"In the United States during March and April of 2020, more than 50 million K-12 students were impacted by school closures with many forced to engage in online teaching for continuity in their 2019-2020 school year This disruption to K-12 public and private schools reverberated in programs of teacher education around the country As school-university partners, we wanted to provide opportunities for new teacher candidates to be able to engage in some form of interaction with students and veteran teachers We drew on the structures and strengths of our school-university partnership to build our plan to engage in pandemic-induced, alternative field experiences In this article, we describe how one middle level school-university partnership leaned into virtual learning spaces and provided opportunities to help teacher candidates who were beginning their teacher education program conceptualize teaching and learning in new ways Additionally, we provide classroom teachers' perspectives on hosting teacher candidates in a virtual learning format, offering insights on best practices and challenges to ponder","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127292945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.20429/CIMLE.2021.250208
Kent Divoll, K. Moore
This article describes the trials and tribulations that a middle level education program faced during the global pandemic and recommendations that others can take away from these experiences The provided suggestions for middle level teacher education programs are specifically for the current pandemic, but can be used for other disasters as well We advocate that educator preparation programs develop a plan to deal with possible school closers or other disruptions to their field placements to prepare for the next disaster Some of the recommendations include: (a) create an emergency plan, (b) cultivate relationships, (c) prepare your candidates in the best practices of online teaching and educate them about online teaching platforms, (d) focus on the well-being of the candidates and not just ensuring that they complete the requirements, (e) consider relationship building skills when hiring field supervisors, (f) include strategies that help candidates understand how to deal with stress into your curriculum, and (g) adjust to situations on a case-to-case basis
{"title":"Planning for Middle Level Clinical Experiences During a Crisis","authors":"Kent Divoll, K. Moore","doi":"10.20429/CIMLE.2021.250208","DOIUrl":"https://doi.org/10.20429/CIMLE.2021.250208","url":null,"abstract":"This article describes the trials and tribulations that a middle level education program faced during the global pandemic and recommendations that others can take away from these experiences The provided suggestions for middle level teacher education programs are specifically for the current pandemic, but can be used for other disasters as well We advocate that educator preparation programs develop a plan to deal with possible school closers or other disruptions to their field placements to prepare for the next disaster Some of the recommendations include: (a) create an emergency plan, (b) cultivate relationships, (c) prepare your candidates in the best practices of online teaching and educate them about online teaching platforms, (d) focus on the well-being of the candidates and not just ensuring that they complete the requirements, (e) consider relationship building skills when hiring field supervisors, (f) include strategies that help candidates understand how to deal with stress into your curriculum, and (g) adjust to situations on a case-to-case basis","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124188162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.20429/cimle.2020.250102
C. Ellerbrock, K. Main, D. Virtue
This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards; and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents.
{"title":"An International Study of Programs That Prepare Teachers of Young Adolescents","authors":"C. Ellerbrock, K. Main, D. Virtue","doi":"10.20429/cimle.2020.250102","DOIUrl":"https://doi.org/10.20429/cimle.2020.250102","url":null,"abstract":"This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards; and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents.","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115107699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-11DOI: 10.20429/cimle.2020.250106
Taylor Norman, Amanda Wall
Curriculum integration is a hallmark of middle level education. This approach to education involves blending topics across content areas as a way of studying topics and problems of interest to young adolescents. Approaches to curriculum integration and interdisciplinary curriculum overlap with concepts like democratic education, place-based learning, student agency, and student-designed curriculum. Here, two teacher educators report on a recent initiative in which we co-designed integrated curriculum along with middle level teacher candidates. We drew on place-based instruction and models of collaboration to develop this project. Candidates then developed integrated units appropriate for middle school classrooms.
{"title":"Curriculum Integration: Walking the Walk","authors":"Taylor Norman, Amanda Wall","doi":"10.20429/cimle.2020.250106","DOIUrl":"https://doi.org/10.20429/cimle.2020.250106","url":null,"abstract":"Curriculum integration is a hallmark of middle level education. This approach to education involves blending topics across content areas as a way of studying topics and problems of interest to young adolescents. Approaches to curriculum integration and interdisciplinary curriculum overlap with concepts like democratic education, place-based learning, student agency, and student-designed curriculum. Here, two teacher educators report on a recent initiative in which we co-designed integrated curriculum along with middle level teacher candidates. We drew on place-based instruction and models of collaboration to develop this project. Candidates then developed integrated units appropriate for middle school classrooms.","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124845725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.20429/CIMLE.2019.240102
D. Vawter
{"title":"Keynote. Motivation: Theory into Practice","authors":"D. Vawter","doi":"10.20429/CIMLE.2019.240102","DOIUrl":"https://doi.org/10.20429/CIMLE.2019.240102","url":null,"abstract":"","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126147444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.20429/CIMLE.2019.240101
Bridget K. Coleman, N. Ruppert
On May 17-18, 2018, approximately fifty educators from 6 states convened for the Southeastern Professors of Middle Education Symposium with the goal of promoting collaborative efforts among state level POMLEs to advocate for Middle Level Education. Professors and Middle Level Education Leaders from across the Southeast joined with preservice educators and graduate students. From pre-service to long-term service, the variety provided lots of opportunities to learn from each other. Over the year prior, middle level education professors in the southeast organized the fifth Southeast Professors of Middle Level Education (POMLE) event.
{"title":"Collaboration in the Middle: Middle Grades to Higher Education Promoting, Advocating, Igniting Support for Middle Schools","authors":"Bridget K. Coleman, N. Ruppert","doi":"10.20429/CIMLE.2019.240101","DOIUrl":"https://doi.org/10.20429/CIMLE.2019.240101","url":null,"abstract":"On May 17-18, 2018, approximately fifty educators from 6 states convened for the Southeastern Professors of Middle Education Symposium with the goal of promoting collaborative efforts among state level POMLEs to advocate for Middle Level Education. Professors and Middle Level Education Leaders from across the Southeast joined with preservice educators and graduate students. From pre-service to long-term service, the variety provided lots of opportunities to learn from each other. Over the year prior, middle level education professors in the southeast organized the fifth Southeast Professors of Middle Level Education (POMLE) event.","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.20429/CIMLE.2019.240106
Gary J. Senn, Deborah H. McMurtrie, Bridget K. Coleman
{"title":"Collaboration in the Middle: Teachers in Interdisciplinary Planning","authors":"Gary J. Senn, Deborah H. McMurtrie, Bridget K. Coleman","doi":"10.20429/CIMLE.2019.240106","DOIUrl":"https://doi.org/10.20429/CIMLE.2019.240106","url":null,"abstract":"","PeriodicalId":188728,"journal":{"name":"Current Issues in Middle Level Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133848957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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