Pub Date : 2021-03-15DOI: 10.1080/00940771.2020.1868243
Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd
{"title":"Refusing to return to “normal”","authors":"Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd","doi":"10.1080/00940771.2020.1868243","DOIUrl":"https://doi.org/10.1080/00940771.2020.1868243","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1868243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47894518","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 : 2021-03-15DOI: 10.1080/00940771.2020.1868058
Suzanne L. Porath, Dana Hagerman
Abstract Drawing from different orientations, personalized, learner-centered environments and connected learning are two frameworks that work well together to renew classrooms and schools to focus on the needs and interests of the learner and make connections between experience, content standards, disciplines, and the community. This case study describes one American Midwestern middle school’s implementation of a personalized, learner-centered approach in one of its five 8th grade houses (groups). A connected learning framework is applied to data from student, parent, and teacher focus groups to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom. We applied the connected learning framework to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom.
{"title":"Becoming connected learners through personalized learning","authors":"Suzanne L. Porath, Dana Hagerman","doi":"10.1080/00940771.2020.1868058","DOIUrl":"https://doi.org/10.1080/00940771.2020.1868058","url":null,"abstract":"Abstract Drawing from different orientations, personalized, learner-centered environments and connected learning are two frameworks that work well together to renew classrooms and schools to focus on the needs and interests of the learner and make connections between experience, content standards, disciplines, and the community. This case study describes one American Midwestern middle school’s implementation of a personalized, learner-centered approach in one of its five 8th grade houses (groups). A connected learning framework is applied to data from student, parent, and teacher focus groups to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom. We applied the connected learning framework to demonstrate how personalized learning environments can support the development of connected learners who are active participants in their own learning that is drawn from their own interests and extends beyond the classroom.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"26 - 37"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1868058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47448444","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 : 2021-03-15DOI: 10.1080/00940771.2020.1868057
Joe Terantino, Sarah Donovan
Abstract This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs’ conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.
{"title":"CELL protocol (conferring with English language learners): Supporting ELLs’ reading comprehension in middle level education","authors":"Joe Terantino, Sarah Donovan","doi":"10.1080/00940771.2020.1868057","DOIUrl":"https://doi.org/10.1080/00940771.2020.1868057","url":null,"abstract":"Abstract This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs’ conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"14 - 25"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1868057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592599","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 : 2021-03-15DOI: 10.1080/00940771.2020.1868056
Benjamin R. Wellenreiter
Abstract Hallways, cafeterias, buses, bathrooms, locker rooms, and other spaces in and around school property serve as venues for positive and negative social processes. Middle school educators can gain important insights into the adolescent world by exploring student perspectives of these spaces vital to middle school social experiences. Often unseen or misunderstood by adults, the social processes in these spaces may facilitate social and emotional growth or may serve to harm students through various forms of victimization. Exploring young adolescents’ perspectives of the social processes in these spaces is vital if educators are to address concerns and advocate for policy or procedure changes in these school environments, if warranted.
{"title":"Where the action is: Exploring adolescents’ perspectives of middle school social venues","authors":"Benjamin R. Wellenreiter","doi":"10.1080/00940771.2020.1868056","DOIUrl":"https://doi.org/10.1080/00940771.2020.1868056","url":null,"abstract":"Abstract Hallways, cafeterias, buses, bathrooms, locker rooms, and other spaces in and around school property serve as venues for positive and negative social processes. Middle school educators can gain important insights into the adolescent world by exploring student perspectives of these spaces vital to middle school social experiences. Often unseen or misunderstood by adults, the social processes in these spaces may facilitate social and emotional growth or may serve to harm students through various forms of victimization. Exploring young adolescents’ perspectives of the social processes in these spaces is vital if educators are to address concerns and advocate for policy or procedure changes in these school environments, if warranted.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"5 - 13"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1868056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47141842","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 : 2021-03-15DOI: 10.1080/00940771.2020.1868059
Gillian Mertens, Jon Mundorf, Taylor Bainter, J. Bourn, Angela M. Kohnen
Abstract In this article, we describe a collaboratively developed information literacy curriculum that was embedded into three core 8th grade subjects: Algebra, American History, and English Language Arts. The curriculum was rooted in the concept of generalist literacy and supported students as they developed their curiosity, skepticism, commitment to accuracy, and persistence around online information. Each quarter, we included three new information literacy lessons and time for students to work on an independent passion project, the Wonder Project. We discuss the benefits of engaging in this work across multiple content areas and conclude with recommendations for future work.
{"title":"Wisdom begins in wonder: Implementing identity-based information literacy instruction across the content areas","authors":"Gillian Mertens, Jon Mundorf, Taylor Bainter, J. Bourn, Angela M. Kohnen","doi":"10.1080/00940771.2020.1868059","DOIUrl":"https://doi.org/10.1080/00940771.2020.1868059","url":null,"abstract":"Abstract In this article, we describe a collaboratively developed information literacy curriculum that was embedded into three core 8th grade subjects: Algebra, American History, and English Language Arts. The curriculum was rooted in the concept of generalist literacy and supported students as they developed their curiosity, skepticism, commitment to accuracy, and persistence around online information. Each quarter, we included three new information literacy lessons and time for students to work on an independent passion project, the Wonder Project. We discuss the benefits of engaging in this work across multiple content areas and conclude with recommendations for future work.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"38 - 47"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1868059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907450","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 : 2020-12-18DOI: 10.1080/00940771.2020.1840959
J. Epstein, D. M. Mac Iver, M. M. Mac Iver, Steven B. Sheldon
Abstract Middle grades teachers want early adolescents to take responsibility for their own learning and success in school. One way to encourage this is with interactive homework, which enables students to lead conversations with a parent or family partner about something interesting they are learning in class. An exploratory study tested whether eighth graders would talk with a parent about the transition to high school and about the roles parents may play to support student success in grade 9. Studies indicate that parents make the transition to high school with their students, but many are unsure of how to sustain age-appropriate engagement in their teen’s education. We found that students were able and willing to conduct discussions on four critical issues that determine success or failure in high school: attendance, course passing, GPA, and motivation to succeed. In written comments for each assignment, students were thoughtful and hopeful about entering grade 9 and graduating from high school on time. Parents were positive about their interactions with their early adolescents. Importantly, when parents enjoyed a conversation with their students, they were significantly more likely to say that they gained insights into the importance of on-going engagement in their student’s education in high school.
{"title":"Interactive homework to engage parents with students on the transition from middle to high school","authors":"J. Epstein, D. M. Mac Iver, M. M. Mac Iver, Steven B. Sheldon","doi":"10.1080/00940771.2020.1840959","DOIUrl":"https://doi.org/10.1080/00940771.2020.1840959","url":null,"abstract":"Abstract Middle grades teachers want early adolescents to take responsibility for their own learning and success in school. One way to encourage this is with interactive homework, which enables students to lead conversations with a parent or family partner about something interesting they are learning in class. An exploratory study tested whether eighth graders would talk with a parent about the transition to high school and about the roles parents may play to support student success in grade 9. Studies indicate that parents make the transition to high school with their students, but many are unsure of how to sustain age-appropriate engagement in their teen’s education. We found that students were able and willing to conduct discussions on four critical issues that determine success or failure in high school: attendance, course passing, GPA, and motivation to succeed. In written comments for each assignment, students were thoughtful and hopeful about entering grade 9 and graduating from high school on time. Parents were positive about their interactions with their early adolescents. Importantly, when parents enjoyed a conversation with their students, they were significantly more likely to say that they gained insights into the importance of on-going engagement in their student’s education in high school.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"4 - 13"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1840959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59059720","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 : 2020-12-18DOI: 10.1080/00940771.2020.1840269
M. M. Mac Iver, Steven B. Sheldon, E. Clark
Abstract District leaders have invested widely in the creation of parent portals, but have paid less attention to ensuring that they are achieving their purpose in providing information that parents can use in supporting their children’s academic success. This study, based on qualitative field note data from a larger four-year study of a continuous improvement initiative focused on improving family engagement during the transition from middle grades to high school, identifies both the challenges families face in using the online parent portal and the challenges school leaders face in: a) ensuring that the portal is a useful tool to families; and b) communicating information to families about using the portal effectively. This article suggests the need for district leaders, principals, teachers, and other school staff to reflect systematically on the design and purposes of a parent portal, and ways to make the portal a useful tool for families to monitor students’ academic progress and help to improve students’ grades. It also provides recommendations for how school leaders can apply a continuous improvement approach to increase the number of families that access the portal regularly.
{"title":"Widening the portal: How schools can help more families access and use the parent portal to support student success","authors":"M. M. Mac Iver, Steven B. Sheldon, E. Clark","doi":"10.1080/00940771.2020.1840269","DOIUrl":"https://doi.org/10.1080/00940771.2020.1840269","url":null,"abstract":"Abstract District leaders have invested widely in the creation of parent portals, but have paid less attention to ensuring that they are achieving their purpose in providing information that parents can use in supporting their children’s academic success. This study, based on qualitative field note data from a larger four-year study of a continuous improvement initiative focused on improving family engagement during the transition from middle grades to high school, identifies both the challenges families face in using the online parent portal and the challenges school leaders face in: a) ensuring that the portal is a useful tool to families; and b) communicating information to families about using the portal effectively. This article suggests the need for district leaders, principals, teachers, and other school staff to reflect systematically on the design and purposes of a parent portal, and ways to make the portal a useful tool for families to monitor students’ academic progress and help to improve students’ grades. It also provides recommendations for how school leaders can apply a continuous improvement approach to increase the number of families that access the portal regularly.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"14 - 22"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1840269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42953058","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 : 2020-12-18DOI: 10.1080/00940771.2020.1842646
Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar
{"title":"The necessity of intentionality: Foregrounding equity in middle level education","authors":"Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar","doi":"10.1080/00940771.2020.1842646","DOIUrl":"https://doi.org/10.1080/00940771.2020.1842646","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1842646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264104","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 : 2020-12-18DOI: 10.1080/00940771.2020.1840270
Bogum Yoon
Abstract The purpose of this article is to present a brief synopsis of major theoretical orientations of second language acquisition (SLA) processes and offer practical implications for middle school teachers who work with English language learners (ELLs). ELLs’ academic needs in middle school settings are particularly unique. Compared to younger children, middle school ELLs face more challenging tasks. They need to develop both complex content knowledge and language skills at the same time to be successful in school. Given that ELLs’ language and literacy development is foundational to their successful academic learning across the curriculum, it is important for middle school teachers to deepen their theoretical understanding of ELLs’ language and literacy learning processes. Yet, many teachers experience difficulties in understanding SLA theories because the conceptually complex theories are often presented in an inaccessible manner, obscured by linguistic jargon. This article, drawn from a review of theoretical perspectives in the literature and over a decade of classroom studies, provides a synopsis of the major theoretical orientations. These theories provide important instructional implications on how middle school teachers can successfully support ELLs’ language and literacy learning across the curriculum.
{"title":"English language learners’ language and literacy development: A brief synopsis of major theoretical orientations for middle school teachers","authors":"Bogum Yoon","doi":"10.1080/00940771.2020.1840270","DOIUrl":"https://doi.org/10.1080/00940771.2020.1840270","url":null,"abstract":"Abstract The purpose of this article is to present a brief synopsis of major theoretical orientations of second language acquisition (SLA) processes and offer practical implications for middle school teachers who work with English language learners (ELLs). ELLs’ academic needs in middle school settings are particularly unique. Compared to younger children, middle school ELLs face more challenging tasks. They need to develop both complex content knowledge and language skills at the same time to be successful in school. Given that ELLs’ language and literacy development is foundational to their successful academic learning across the curriculum, it is important for middle school teachers to deepen their theoretical understanding of ELLs’ language and literacy learning processes. Yet, many teachers experience difficulties in understanding SLA theories because the conceptually complex theories are often presented in an inaccessible manner, obscured by linguistic jargon. This article, drawn from a review of theoretical perspectives in the literature and over a decade of classroom studies, provides a synopsis of the major theoretical orientations. These theories provide important instructional implications on how middle school teachers can successfully support ELLs’ language and literacy learning across the curriculum.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"23 - 29"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1840270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43495224","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 : 2020-12-18DOI: 10.1080/00940771.2020.1840268
M. S. Protacio, Susan V. Piazza, Virginia David
Abstract At the middle school level, active family engagement is difficult enough with native English speaking families but even more so with parents of English learners (ELs). Using a funds of knowledge approach in this article, we position families as knowledgeable participants with strengths who contribute significantly to their adolescent’s academic and overall development. We provide three cases of middle grades teachers who took the initiative to engage with families of ELs. Each teacher utilized different strategies, but they ultimately all increased EL family engagement in their middle school setting. This article shows that EL families will be more engaged when strategies used are more inclusive and responsive to their needs.
{"title":"Family engagement in the middle: Reaching out to families of English learners","authors":"M. S. Protacio, Susan V. Piazza, Virginia David","doi":"10.1080/00940771.2020.1840268","DOIUrl":"https://doi.org/10.1080/00940771.2020.1840268","url":null,"abstract":"Abstract At the middle school level, active family engagement is difficult enough with native English speaking families but even more so with parents of English learners (ELs). Using a funds of knowledge approach in this article, we position families as knowledgeable participants with strengths who contribute significantly to their adolescent’s academic and overall development. We provide three cases of middle grades teachers who took the initiative to engage with families of ELs. Each teacher utilized different strategies, but they ultimately all increased EL family engagement in their middle school setting. This article shows that EL families will be more engaged when strategies used are more inclusive and responsive to their needs.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"30 - 39"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2020.1840268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59059710","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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