Pub Date : 2024-03-14DOI: 10.1080/00940771.2024.2307277
Destiny Brooks
{"title":"Conflicted about the policy agenda","authors":"Destiny Brooks","doi":"10.1080/00940771.2024.2307277","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307277","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"39 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245003","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 : 2024-03-14DOI: 10.1080/00940771.2024.2307288
Kristie W. Smith
{"title":"A response to the AMLE policy agenda","authors":"Kristie W. Smith","doi":"10.1080/00940771.2024.2307288","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307288","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243178","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 : 2024-03-14DOI: 10.1080/00940771.2024.2308491
Hilary E. Hughes, Christopher Pendley
{"title":"Draw the circle wider: Creating more equitable pathways for middle grades educators","authors":"Hilary E. Hughes, Christopher Pendley","doi":"10.1080/00940771.2024.2308491","DOIUrl":"https://doi.org/10.1080/00940771.2024.2308491","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"16 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243179","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 : 2024-03-14DOI: 10.1080/00940771.2024.2308490
Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar
{"title":"The possibilities and limitations of educational policy: AMLE’s national policy agenda for middle grades","authors":"Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar","doi":"10.1080/00940771.2024.2308490","DOIUrl":"https://doi.org/10.1080/00940771.2024.2308490","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244696","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 : 2024-03-14DOI: 10.1080/00940771.2024.2307289
Dani Banky
{"title":"Middle level policy agenda: Inspiring a future self in young adolescents","authors":"Dani Banky","doi":"10.1080/00940771.2024.2307289","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307289","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245094","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 : 2024-03-14DOI: 10.1080/00940771.2024.2307283
Kristina N. Falbe
{"title":"Finding the humanity in policy work: A teacher educators’ response to the 2023 AMLE policy agenda","authors":"Kristina N. Falbe","doi":"10.1080/00940771.2024.2307283","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307283","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"2 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244732","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 : 2024-03-14DOI: 10.1080/00940771.2024.2307290
Andrew Maxey
{"title":"On the need for middle level advocacy: A district administrator responds to AMLE’s\u0000 National Policy Agenda","authors":"Andrew Maxey","doi":"10.1080/00940771.2024.2307290","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307290","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"14 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241995","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 : 2024-03-14DOI: 10.1080/00940771.2024.2307274
P. G. Andrews
{"title":"Why we need a middle grades policy agenda and the power of advocacy talk","authors":"P. G. Andrews","doi":"10.1080/00940771.2024.2307274","DOIUrl":"https://doi.org/10.1080/00940771.2024.2307274","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244294","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 : 2023-12-20DOI: 10.1080/00940771.2023.2282589
Dave F. Brown, Taylor Brown, Erika V. Saunders
Abstract Young adolescents who are LGBTQIA+ often encounter hostile experiences while in middle level schools. Researchers conducted semi-structured interviews with 11 young adolescents who are LGBTQIA+ at two middle schools to determine their experiences. Students report the ages at which they realized their gender and sexual identities: Five reveal recognizing their identities before they entered sixth grade. Respondents provide examples of how they are often mistreated and disrespected by fellow students and teachers. Students offer advice to middle level educators for how to protect and support them as they interact with teachers and fellow students. Differences between gender identity and sexual orientation are provided to assist educators in understanding the distinction and its significance. Current sexual and gender identity vocabularies are provided, as is a rationale to avoid labeling anyone who is LGBTQIA+ as “diverse” or with the phrase, “identifies as.” Three types of victimization of adolescents who are LGBTQIA+ that often occur at school are identified: staff-sanctioned victimization, direct victimization, and indirect victimization. The effects of victimization are described as are suggestions for circumventing these behaviors. We offer strategies to help educators identify and address heteronormative beliefs and resultant negative policies. Suggestions are provided for how to create safe and equitable environments in middle level schools for students who are LGBTQIA+.
{"title":"“You can’t just make gay people disappear”: Young adolescent LGBTQIA+s’ advice for middle level educators","authors":"Dave F. Brown, Taylor Brown, Erika V. Saunders","doi":"10.1080/00940771.2023.2282589","DOIUrl":"https://doi.org/10.1080/00940771.2023.2282589","url":null,"abstract":"Abstract Young adolescents who are LGBTQIA+ often encounter hostile experiences while in middle level schools. Researchers conducted semi-structured interviews with 11 young adolescents who are LGBTQIA+ at two middle schools to determine their experiences. Students report the ages at which they realized their gender and sexual identities: Five reveal recognizing their identities before they entered sixth grade. Respondents provide examples of how they are often mistreated and disrespected by fellow students and teachers. Students offer advice to middle level educators for how to protect and support them as they interact with teachers and fellow students. Differences between gender identity and sexual orientation are provided to assist educators in understanding the distinction and its significance. Current sexual and gender identity vocabularies are provided, as is a rationale to avoid labeling anyone who is LGBTQIA+ as “diverse” or with the phrase, “identifies as.” Three types of victimization of adolescents who are LGBTQIA+ that often occur at school are identified: staff-sanctioned victimization, direct victimization, and indirect victimization. The effects of victimization are described as are suggestions for circumventing these behaviors. We offer strategies to help educators identify and address heteronormative beliefs and resultant negative policies. Suggestions are provided for how to create safe and equitable environments in middle level schools for students who are LGBTQIA+.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"108 6","pages":"13 - 26"},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958709","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 : 2023-12-20DOI: 10.1080/00940771.2023.2282600
Karen Burgard, Michael L. Boucher, Jr, Tina M. Ellsworth
Abstract At the same time teachers and administrators grapple with how to develop teachers’ understanding of diversity, equity, and inclusion in the classroom, recent legislative sessions have unleashed a flood of legislation that seeks to limit teachers from teaching about race, racism, oppression, and injustice in U.S. schools. Teachers are struggling with how to balance student engagement and interest while also tackling these large, complex, and difficult topics. Unfortunately, the continued practice of using classroom simulations that attempt to undertake these difficult topics does not meet the challenge. This article examines the potential dangers when using classroom simulations to teach sensitive topics and provides strategies for teachers to create engaging and innovative lessons that educate and empower, and do not marginalize students in the process. To create classrooms that are safe and affirming, the practice of using classroom simulations needs a renewed examination, particularly ones that delve into culturally and historically sensitive topics.
{"title":"Reexamining the classroom simulation: Guidelines for making affirming pedagogical choices","authors":"Karen Burgard, Michael L. Boucher, Jr, Tina M. Ellsworth","doi":"10.1080/00940771.2023.2282600","DOIUrl":"https://doi.org/10.1080/00940771.2023.2282600","url":null,"abstract":"Abstract At the same time teachers and administrators grapple with how to develop teachers’ understanding of diversity, equity, and inclusion in the classroom, recent legislative sessions have unleashed a flood of legislation that seeks to limit teachers from teaching about race, racism, oppression, and injustice in U.S. schools. Teachers are struggling with how to balance student engagement and interest while also tackling these large, complex, and difficult topics. Unfortunately, the continued practice of using classroom simulations that attempt to undertake these difficult topics does not meet the challenge. This article examines the potential dangers when using classroom simulations to teach sensitive topics and provides strategies for teachers to create engaging and innovative lessons that educate and empower, and do not marginalize students in the process. To create classrooms that are safe and affirming, the practice of using classroom simulations needs a renewed examination, particularly ones that delve into culturally and historically sensitive topics.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"108 40","pages":"4 - 12"},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958670","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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