Abstract The United States, in less than 50 years, has gone from legal segregation and exclusion of students with disabilities in schools to an emphasis on inclusion in the least restrictive environments based on individual student needs. The United States has made great strides in the physical inclusion of students with disabilities, but work is still needed to ensure educational equitability. Students with disabilities continue to face challenges in gaining a comprehensive education, leading to outcomes far below that of their general education peers. One way to address this outcome and increase academic equity in middle schools (MS) is for teacher preparation programs to better prepare candidates with a more comprehensive curriculum that integrates the characteristics of a successful MS with the components of special education. This article focuses on one university’s efforts to develop a dual middle childhood (grades 4–9)/special education (grades k-12) undergraduate licensure program designed to address these challenges and foster the physical and academic inclusion of all students, including those with disabilities and other diverse learning needs.
{"title":"Teacher preparation partnerships to foster learning for all students","authors":"Catherine Lawless Frank, Novea McIntosh, Connie Mathes","doi":"10.1080/00940771.2023.2282601","DOIUrl":"https://doi.org/10.1080/00940771.2023.2282601","url":null,"abstract":"Abstract The United States, in less than 50 years, has gone from legal segregation and exclusion of students with disabilities in schools to an emphasis on inclusion in the least restrictive environments based on individual student needs. The United States has made great strides in the physical inclusion of students with disabilities, but work is still needed to ensure educational equitability. Students with disabilities continue to face challenges in gaining a comprehensive education, leading to outcomes far below that of their general education peers. One way to address this outcome and increase academic equity in middle schools (MS) is for teacher preparation programs to better prepare candidates with a more comprehensive curriculum that integrates the characteristics of a successful MS with the components of special education. This article focuses on one university’s efforts to develop a dual middle childhood (grades 4–9)/special education (grades k-12) undergraduate licensure program designed to address these challenges and foster the physical and academic inclusion of all students, including those with disabilities and other diverse learning needs.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"37 26","pages":"27 - 35"},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955648","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: 10.1080/00940771.2023.2282611
Katie Nagrotsky, Jason Mizell
Abstract This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.
{"title":"“I’m going to be open with you” or “ideas are neutral”: Critical reflections on doing YPAR in middle school classrooms","authors":"Katie Nagrotsky, Jason Mizell","doi":"10.1080/00940771.2023.2282611","DOIUrl":"https://doi.org/10.1080/00940771.2023.2282611","url":null,"abstract":"Abstract This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"105 41","pages":"36 - 49"},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958650","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 : 2023-10-11DOI: 10.1080/00940771.2023.2254172
Barbara Ann Swartz, Katherine DeRosa
AbstractGroupwork provides opportunities to learn important communication and collaboration skills, but how can we ensure all students are participating equitably while also engaging with the academic content when working in groups? Group-worthy tasks provide participation structures needed for students to engage with the content as well as develop and practice such social skills. This paper describes how to revise or design a task to be group-worthy in the mathematics classroom, using an example task we modified from the National Council of Teacher of Mathematics.Keywords: Equitable student engagementgroup workgroup-worthy taskmathematics Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 https://complexinstruction.stanford.edu/resources/poetry-unit.Additional informationNotes on contributorsBarbara Ann SwartzDr. Barbara Ann Swartz is in the Department of Mathematics at West Chester University of Pennsylvania, West Chester, PA, USA. E-mail: bswartz@wcupa.edu.Katherine DeRosaKatherine DeRosa is at West Chester University of Pennsylvania, West Chester, PA, USA.
摘要小组工作提供了学习重要的沟通和协作技能的机会，但是我们如何确保所有的学生在小组工作时公平地参与，同时也参与学术内容?有价值的小组任务提供了参与结构，使学生能够参与内容，并发展和实践这种社交技能。本文以全国数学教师委员会的一个任务为例，阐述了如何修改或设计一个具有小组价值的数学课堂任务。关键词:公平的学生参与小组工作组有价值的任务数学披露声明作者未报告潜在的利益冲突。注1 https://complexinstruction.stanford.edu/resources/poetry-unit.Additional信息贡献者说明barbara Ann SwartzDr。Barbara Ann Swartz就职于美国宾夕法尼亚州西切斯特的西切斯特大学数学系。E-mail: bswartz@wcupa.edu.Katherine凯瑟琳·德罗莎，美国宾夕法尼亚州西切斯特市宾夕法尼亚大学西切斯特分校。
{"title":"Designing the supports for successful groupwork: How to make your task group- <i>WORTHY</i>","authors":"Barbara Ann Swartz, Katherine DeRosa","doi":"10.1080/00940771.2023.2254172","DOIUrl":"https://doi.org/10.1080/00940771.2023.2254172","url":null,"abstract":"AbstractGroupwork provides opportunities to learn important communication and collaboration skills, but how can we ensure all students are participating equitably while also engaging with the academic content when working in groups? Group-worthy tasks provide participation structures needed for students to engage with the content as well as develop and practice such social skills. This paper describes how to revise or design a task to be group-worthy in the mathematics classroom, using an example task we modified from the National Council of Teacher of Mathematics.Keywords: Equitable student engagementgroup workgroup-worthy taskmathematics Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 https://complexinstruction.stanford.edu/resources/poetry-unit.Additional informationNotes on contributorsBarbara Ann SwartzDr. Barbara Ann Swartz is in the Department of Mathematics at West Chester University of Pennsylvania, West Chester, PA, USA. E-mail: bswartz@wcupa.edu.Katherine DeRosaKatherine DeRosa is at West Chester University of Pennsylvania, West Chester, PA, USA.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098341","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 : 2023-10-11DOI: 10.1080/00940771.2023.2254174
Gillian E. Mertens
AbstractHow do students make sense of sources encountered during online inquiry, when the source types can be as varied as the topics themselves? This paper presents findings from a multiple-case study exploring how four 8th grade students evaluated source credibility while engaged in independent research during an inquiry-based information literacy curriculum. This cross-case Yinian case study explores each student’s challenges through research and instructional lenses, including sources cited, strategies implemented, and the diversity of obstacles students encountered during their independent inquiry. Findings indicated that each student’s inquiry elicited specific challenges: a student researching climate justice mistakes scientific consensus for public agreement, a student researching a current event keeps pace with rapidly evolving information, and a student determined to ban homework encounters confirmation bias. Lessons learned from these cases align with implications for pragmatic classroom instruction.Keywords: credibilitydigital readingInformation literacyonline inquiry AcknowledgmentsThe author would like to thank Dr. Jon Mundorf, Dr. Taylor Bainter, and Mr. John Bourne for their partnership during the Wonder Project, as well as all members of the Wonder Project team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGillian E. MertensGillian E. Mertens is an Assistant Professor of Literacy Education at SUNY Cortland. Her research interests include critical information, media, and health literacies and their influence on applied literacy practices. E-mail: gillian.mertens@cortland.edu.
当资源类型可以像主题本身一样多种多样时，学生如何理解在线查询中遇到的资源?本文介绍了一项多案例研究的结果，该研究探讨了四名八年级学生在探究性信息素养课程中从事独立研究时如何评估来源可信度。这个跨案例的易年案例研究通过研究和教学的视角探讨了每个学生的挑战，包括引用的来源，实施的策略，以及学生在独立探究过程中遇到的障碍的多样性。研究结果表明，每个学生的探究都引发了特定的挑战:研究气候正义的学生将科学共识误认为是公共协议，研究时事的学生与快速发展的信息保持同步，决心禁止家庭作业的学生遇到确认偏差。从这些案例中吸取的教训与实用课堂教学的含义相一致。关键字:可信度数字阅读信息素养在线查询鸣谢作者感谢Jon Mundorf博士、Taylor Bainter博士和John Bourne先生在Wonder Project期间的合作，以及Wonder Project团队的所有成员。披露声明作者未报告潜在的利益冲突。附加信息:作者简介:sgillian E. Mertens是纽约州立大学科特兰分校扫盲教育助理教授。她的研究兴趣包括关键信息、媒体和健康素养及其对应用素养实践的影响。电子邮件:gillian.mertens@cortland.edu。
{"title":"Evaluating source credibility during online inquiry: Lessons from the Wonder Project","authors":"Gillian E. Mertens","doi":"10.1080/00940771.2023.2254174","DOIUrl":"https://doi.org/10.1080/00940771.2023.2254174","url":null,"abstract":"AbstractHow do students make sense of sources encountered during online inquiry, when the source types can be as varied as the topics themselves? This paper presents findings from a multiple-case study exploring how four 8th grade students evaluated source credibility while engaged in independent research during an inquiry-based information literacy curriculum. This cross-case Yinian case study explores each student’s challenges through research and instructional lenses, including sources cited, strategies implemented, and the diversity of obstacles students encountered during their independent inquiry. Findings indicated that each student’s inquiry elicited specific challenges: a student researching climate justice mistakes scientific consensus for public agreement, a student researching a current event keeps pace with rapidly evolving information, and a student determined to ban homework encounters confirmation bias. Lessons learned from these cases align with implications for pragmatic classroom instruction.Keywords: credibilitydigital readingInformation literacyonline inquiry AcknowledgmentsThe author would like to thank Dr. Jon Mundorf, Dr. Taylor Bainter, and Mr. John Bourne for their partnership during the Wonder Project, as well as all members of the Wonder Project team.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGillian E. MertensGillian E. Mertens is an Assistant Professor of Literacy Education at SUNY Cortland. Her research interests include critical information, media, and health literacies and their influence on applied literacy practices. E-mail: gillian.mertens@cortland.edu.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136097800","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 : 2023-10-11DOI: 10.1080/00940771.2023.2254176
Deborah K. Reed
AbstractMiddle schools implementing a multi-tiered system of supports will provide adolescents with or at risk for reading difficulties supplemental, small-group reading intervention classes. Although numerous studies have established that peer collaboration, blended learning, differentiation, and sufficient time for instruction are effective practices for improving reading outcomes among middle school intervention students, educators still experience challenges to implementing these recommended approaches. This article offers research-based guidance intended to support the provision of literacy interventions that can meet middle school students’ academic and developmental needs. After summarizing several challenges that were identified during a semester-long study of implementing a supplemental reading intervention class for Grade 7 students, guidance and tools or examples are provided for achieving a more successful implementation of each practice and promoting learning that is active, purposeful, relevant, and democratic.Keywords: Blended learningdifferentiationinstructional timeliteracy interventionmiddle schoolpeer collaboration Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant [#R324A220269] to the University of Tennessee. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsDeborah K. ReedDeborah K. Reed, PhD, is a Professor and the Director of the Tennessee Reading Research Center at the University of Tennessee, Knoxville. Email: dreed20@utk.edu.
{"title":"Reading intervention in middle schools: Challenges and suggested approaches","authors":"Deborah K. Reed","doi":"10.1080/00940771.2023.2254176","DOIUrl":"https://doi.org/10.1080/00940771.2023.2254176","url":null,"abstract":"AbstractMiddle schools implementing a multi-tiered system of supports will provide adolescents with or at risk for reading difficulties supplemental, small-group reading intervention classes. Although numerous studies have established that peer collaboration, blended learning, differentiation, and sufficient time for instruction are effective practices for improving reading outcomes among middle school intervention students, educators still experience challenges to implementing these recommended approaches. This article offers research-based guidance intended to support the provision of literacy interventions that can meet middle school students’ academic and developmental needs. After summarizing several challenges that were identified during a semester-long study of implementing a supplemental reading intervention class for Grade 7 students, guidance and tools or examples are provided for achieving a more successful implementation of each practice and promoting learning that is active, purposeful, relevant, and democratic.Keywords: Blended learningdifferentiationinstructional timeliteracy interventionmiddle schoolpeer collaboration Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant [#R324A220269] to the University of Tennessee. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsDeborah K. ReedDeborah K. Reed, PhD, is a Professor and the Director of the Tennessee Reading Research Center at the University of Tennessee, Knoxville. Email: dreed20@utk.edu.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098169","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 : 2023-10-11DOI: 10.1080/00940771.2023.2254175
Micah S. Stohlmann
AbstractOver the past ten years, interest in game-based learning has increased. This increase stems from the results of research that demonstrate the potential for increased mathematical learning and engagement when game-based learning was implemented. It has been noted that the most frequent way game-based learning is included in research is with drill and practice problems. There are other ways to implement game-based learning that have the potential to develop conceptual mathematical understanding. This article reviews research on game-based learning in the past decade to categorize the different ways game-based learning is being implemented. Articles focused on middle school mathematics game-based learning were reviewed including Science, Technology, Engineering, and Mathematics (STEM) education game-based learning with a focus on mathematics. Considerations for future implementation and research with game-based learning are discussed.Keywords: game-based learningmathematics educationmiddle school Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMicah S. StohlmannMicah S. Stohlmann, Ph.D., is an associate professor of Mathematics/STEM Education at the University of Nevada Las Vegas. E-mail: micah.stohlmann@unlv.edu
在过去的十年中，人们对基于游戏的学习的兴趣有所增加。这种增长源于一项研究结果，该研究表明，在实施基于游戏的学习后，数学学习和参与度有可能增加。值得注意的是，基于游戏的学习最常被纳入研究的方式是练习和实践问题。还有其他方法可以实现基于游戏的学习，这些方法有可能发展概念数学理解。本文回顾了过去十年关于基于游戏学习的研究，并对基于游戏学习的不同实现方式进行了分类。本文回顾了有关中学数学游戏学习的文章，包括以数学为重点的科学、技术、工程和数学(STEM)教育游戏学习。讨论了未来实施和研究基于游戏的学习的考虑。关键词:游戏学习数学教育中学披露声明作者未发现潜在的利益冲突作者简介:micah S. Stohlmann博士，内华达大学拉斯维加斯分校数学/STEM教育副教授。电子邮件:micah.stohlmann@unlv.edu
{"title":"Categorization of game-based learning in middle school mathematics - A review","authors":"Micah S. Stohlmann","doi":"10.1080/00940771.2023.2254175","DOIUrl":"https://doi.org/10.1080/00940771.2023.2254175","url":null,"abstract":"AbstractOver the past ten years, interest in game-based learning has increased. This increase stems from the results of research that demonstrate the potential for increased mathematical learning and engagement when game-based learning was implemented. It has been noted that the most frequent way game-based learning is included in research is with drill and practice problems. There are other ways to implement game-based learning that have the potential to develop conceptual mathematical understanding. This article reviews research on game-based learning in the past decade to categorize the different ways game-based learning is being implemented. Articles focused on middle school mathematics game-based learning were reviewed including Science, Technology, Engineering, and Mathematics (STEM) education game-based learning with a focus on mathematics. Considerations for future implementation and research with game-based learning are discussed.Keywords: game-based learningmathematics educationmiddle school Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMicah S. StohlmannMicah S. Stohlmann, Ph.D., is an associate professor of Mathematics/STEM Education at the University of Nevada Las Vegas. E-mail: micah.stohlmann@unlv.edu","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098344","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 : 2023-10-11DOI: 10.1080/00940771.2023.2255497
Kathleen Brinegar, Ellis Hurd, Lisa Harrison
The Association for Middle Level Education’s (AMLE) germinal publication, The Successful Middle School (Bishop & Harrison, 2021) provides a roadmap for developmentally and culturally responsive middle level education. The articles in this issue of Middle School Journal (MSJ), all center one of the characteristics that defines a successful middle school: Curriculum is challenging, exploratory, integrative, and diverse. Few people would disagree with the importance of this statement, but what does it really mean for middle schools to exemplify these attributes? Challenging learning opportunities, according to AMLE’s (2019a) position statement on curriculum, instruction, and assessment:
{"title":"Unpacking a successful middle school characteristic: Curriculum that is challenging, exploratory, integrative, and diverse","authors":"Kathleen Brinegar, Ellis Hurd, Lisa Harrison","doi":"10.1080/00940771.2023.2255497","DOIUrl":"https://doi.org/10.1080/00940771.2023.2255497","url":null,"abstract":"The Association for Middle Level Education’s (AMLE) germinal publication, The Successful Middle School (Bishop & Harrison, 2021) provides a roadmap for developmentally and culturally responsive middle level education. The articles in this issue of Middle School Journal (MSJ), all center one of the characteristics that defines a successful middle school: Curriculum is challenging, exploratory, integrative, and diverse. Few people would disagree with the importance of this statement, but what does it really mean for middle schools to exemplify these attributes? Challenging learning opportunities, according to AMLE’s (2019a) position statement on curriculum, instruction, and assessment:","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"239 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136098172","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 : 2023-08-08DOI: 10.1080/00940771.2023.2232263
Ting Huang, Jing Zhou, Si Chen, E. Barnett
Abstract This paper reports the struggles of 24 pre-service teachers (PTs) while intentionally integrating anti-racist pedagogy in which they were trained in a secondary teacher education program. PTs participating in this study are from various disciplines (i.e. Science, Math, English and Social Studies). Our findings reveal a multitude of struggles that PTs face when designing and implementing social justice-oriented curricula at the middle school level. Specifically, PTs reflected on and wrestled with three major concerns: 1) PTs’ own identities of being White and/or new teachers when they engaged with diverse student groups; 2) parents’ misperception about Critical Race Theory; 3) a lack of support from leadership regarding social justice issues. Our research suggests that in order to be change agents, PTs need more support from teacher education programs on their teaching practice for the social justice issues in addition to theoretical training. We argue that university faculty, cooperative teachers, open-minded school leaders, and parents could all be involved in long-term efforts to reform schools so that we can improve education for all.
{"title":"“I’m concerned about actually doing it”: The struggles of pre-service teachers becoming change agents","authors":"Ting Huang, Jing Zhou, Si Chen, E. Barnett","doi":"10.1080/00940771.2023.2232263","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232263","url":null,"abstract":"Abstract This paper reports the struggles of 24 pre-service teachers (PTs) while intentionally integrating anti-racist pedagogy in which they were trained in a secondary teacher education program. PTs participating in this study are from various disciplines (i.e. Science, Math, English and Social Studies). Our findings reveal a multitude of struggles that PTs face when designing and implementing social justice-oriented curricula at the middle school level. Specifically, PTs reflected on and wrestled with three major concerns: 1) PTs’ own identities of being White and/or new teachers when they engaged with diverse student groups; 2) parents’ misperception about Critical Race Theory; 3) a lack of support from leadership regarding social justice issues. Our research suggests that in order to be change agents, PTs need more support from teacher education programs on their teaching practice for the social justice issues in addition to theoretical training. We argue that university faculty, cooperative teachers, open-minded school leaders, and parents could all be involved in long-term efforts to reform schools so that we can improve education for all.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"37 - 50"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42758358","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 : 2023-08-08DOI: 10.1080/00940771.2023.2232265
Jessica DeMink-Carthew, Kristie W. Smith, W. Burgess, Susan Y. Leonard, Bogum Yoon, P. Andrews, J. Nagle, P. Bishop
Abstract The work of racial justice advocacy in the field of education is fraught with responsibility and challenge. The impact of historical racism on social policy within the United States has had an enduring effect in the educational realm, which is maintained in part by the prevailing white supremacy culture (WSC). Recent middle level education scholarship has emphasized the urgency of addressing racial inequities in middle schools. Yet teachers attempting to confront unjust practices and policies are often met with significant obstacles, which can curtail racial justice efforts. Antiracist middle grades teachers could benefit from a knowledge base regarding how to respond to common challenges faced in racial justice work. Drawing on the experiences of a group of middle grades educators who are striving to create more racially just schools in their communities, this article offers guidance for navigating resistance. We describe three pervasive challenges the group faced in their work: (a) antiracist initiatives without antiracist school policy; (b) resistance from colleagues; and (c) self-doubt. We subsequently draw connections between these challenges and WSC and offer recommendations for potential ways to respond to these challenges.
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Pub Date : 2023-08-08DOI: 10.1080/00940771.2023.2232262
A. Pajak
Abstract Previous research indicates pandemics have a traumatic effect on individuals. The COVID-19 pandemic has been traumatic for all students of all races and socioeconomic households. The pandemic has, however, intensified racial trauma by exacerbating racial disparities already existing in American society. Racial trauma has been linked to poor socioemotional health and academic performance in racial minority adolescents. For this reason, an examination of classroom strategies to address racial trauma is imperative in the conversation about Youths of Color’s (YoC) return to the classroom post- COVID-19. This paper reviews racial trauma within the context of COVID-19 pandemic and posits antiracist pedagogies teachers may be an effective strategy to support YoC in processing racial trauma exacerbated by the COVID-19 pandemic.
{"title":"Antiracist pedagogies in post-COVID middle level classrooms","authors":"A. Pajak","doi":"10.1080/00940771.2023.2232262","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232262","url":null,"abstract":"Abstract Previous research indicates pandemics have a traumatic effect on individuals. The COVID-19 pandemic has been traumatic for all students of all races and socioeconomic households. The pandemic has, however, intensified racial trauma by exacerbating racial disparities already existing in American society. Racial trauma has been linked to poor socioemotional health and academic performance in racial minority adolescents. For this reason, an examination of classroom strategies to address racial trauma is imperative in the conversation about Youths of Color’s (YoC) return to the classroom post- COVID-19. This paper reviews racial trauma within the context of COVID-19 pandemic and posits antiracist pedagogies teachers may be an effective strategy to support YoC in processing racial trauma exacerbated by the COVID-19 pandemic.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"6 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48558260","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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