Pub Date : 2022-10-20DOI: 10.1080/00940771.2022.2119732
Jessica DeMink-Carthew, Eliaquin Gonell
Abstract Early adolescence is a dynamic stage for the development of critical consciousness, yet there are few resources focused on social justice education (SJE) in the middle grades. This article shares the findings from a study that investigated the experiences of three social justice educators as they engaged in SJE with young adolescents (YAs). We offer three key lessons associated with teaching SJE in the middle grades: (a) YAs are primed for SJ learning, (b) SJE can cultivate a learner-centered classroom community, and (c) SJE brings teacher positionality to the forefront. Subsequently, we identify instructional challenges associated with teaching SJE in the middle grades and share some of the ways in which the teachers in this study navigated these challenges.
{"title":"Lessons learned from teaching social justice education in sixth grade","authors":"Jessica DeMink-Carthew, Eliaquin Gonell","doi":"10.1080/00940771.2022.2119732","DOIUrl":"https://doi.org/10.1080/00940771.2022.2119732","url":null,"abstract":"Abstract Early adolescence is a dynamic stage for the development of critical consciousness, yet there are few resources focused on social justice education (SJE) in the middle grades. This article shares the findings from a study that investigated the experiences of three social justice educators as they engaged in SJE with young adolescents (YAs). We offer three key lessons associated with teaching SJE in the middle grades: (a) YAs are primed for SJ learning, (b) SJE can cultivate a learner-centered classroom community, and (c) SJE brings teacher positionality to the forefront. Subsequently, we identify instructional challenges associated with teaching SJE in the middle grades and share some of the ways in which the teachers in this study navigated these challenges.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":" ","pages":"5 - 14"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602275","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 : 2022-10-20DOI: 10.1080/00940771.2022.2123652
Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar
Recently I (Lisa) had the opportunity to serve on a faculty panel exploring inclusive pedagogical practices within higher education. The panel consisted of faculty members from different disciplines including biological sciences, political science, sports administration, communications, and education. While my work has focused on diversity, equity, and inclusion efforts in middle level education, it was really inspiring and informative to hear how so many of my colleagues are intentionally working to create inclusive and humanizing educational spaces for their college students. It was also encouraging to see how many professors sought out the professional development opportunity of this half-day workshop. As I reflect on the workshop, what stands out to me is that several of the faculty members who attended candidly shared their desire to engage in inclusive practices but struggled with the implementation of those practices. This fracture between aspiration and attainment is not a new issue within education. hooks (1994) stated that “Despite the contemporary focus on multiculturalism in our society, particularly in education, there is not nearly enough practical discussion of ways classroom settings can be transformed so that the learning experience is inclusive” (p. 35). This is something that I commonly hear when speaking to and collaborating with middle level educators. Quite often they are aware of concepts such as culturally responsive teaching, culturally relevant pedagogy, multicultural education, culturally sustaining pedagogy, and inclusive pedagogy, however they often a struggle to move from theoretical understanding to practical implementation (Falbe & Smith, 2022). The consequence of this struggle is unfortunately seen in education outcomes such as inequitable discipline practices, curriculum that is not affirming of students’ multiple intersecting identities, and the implementation of what are deemed as “best practices” such as socio-emotional learning that are absent of cultural context. (Bishop & Harrison, 2021; Carter Andrews & Gutwein, 2020; Dolet & Salas, 2021; Duane et al., 2021; Gibbs Grey & Harrison, 2020). Central to our vision as editors of Middle School Journal has been to mitigate the aforementioned outcomes by disseminating practitioner-based articles that are grounded in research and that provide practical examples for educators to use to create culturally responsive, inclusive, affirming, and equitable learning environments and experiences (see Brown et al., 2021; Ellerbrock & Vomvoridi-Ivanovic, 2022; Hughes et al., 2022; Linder, 2021; Mizell, 2022; Walls, 2021). Within this issue, we present three such articles. In the DeMink-Carthew and Gonell (2022) article, they argued that while there has been increased synergy within the field of middle level education around promoting social justice education (SJE), “there remains a lack of scholarship and practitioner-oriented guidance concerning SJE in the middle grades.” Wit
最近，我(丽莎)有机会在一个探索高等教育中包容性教学实践的教师小组中任职。该小组由来自不同学科的教师组成，包括生物科学、政治学、体育管理、通信和教育。虽然我的工作主要集中在中等水平教育的多样性、公平性和包容性方面，但听到我的许多同事如何有意地为他们的大学生创造包容性和人性化的教育空间，这真的很鼓舞人心，也很有帮助。看到这么多的教授在这半天的工作坊中找到了专业发展的机会，也令人鼓舞。当我反思研讨会时，让我印象深刻的是，几位参加研讨会的教师坦率地分享了他们参与包容性实践的愿望，但在实施这些实践时却遇到了困难。这种愿望和成就之间的裂痕在教育领域并不是一个新问题。胡克斯(1994)指出，“尽管我们的社会，特别是在教育中关注多元文化主义，但对于如何改变课堂设置以使学习体验具有包容性，还没有足够的实际讨论”(第35页)。这是我在与中级教育工作者交谈和合作时经常听到的。他们经常意识到文化响应教学法、文化相关教学法、多元文化教育、文化维持教学法和包容性教学法等概念，但他们往往难以从理论理解转向实际实施(Falbe & Smith, 2022)。不幸的是，这种斗争的后果体现在教育结果中，如不公平的纪律实践，不能肯定学生多重交叉身份的课程，以及被认为是“最佳实践”的实施，如缺乏文化背景的社会情感学习。(Bishop & Harrison出版社，2021;Carter Andrews & Gutwein, 2020;Dolet & Salas, 2021;Duane et al.， 2021;Gibbs Grey & Harrison, 2020)。作为《中学期刊》的编辑，我们的核心愿景是通过传播基于研究的实践者文章来减轻上述结果，这些文章为教育工作者提供了实际的例子，用于创造文化响应、包容、肯定和公平的学习环境和体验(见Brown等人，2021;Ellerbrock & Vomvoridi-Ivanovic, 2022;Hughes et al.， 2022;林德,2021;Mizell, 2022;墙,2021)。在本期中，我们将介绍三篇这样的文章。在DeMink-Carthew和Gonell(2022)的文章中，他们认为，虽然在促进社会正义教育(SJE)方面，中等教育领域的协同作用有所增强，但“在中等年级的社会正义教育方面，仍然缺乏学术研究和以从业者为导向的指导。”在他们的文章中，他们重点研究了三位致力于让六年级学生参与SJE课程的中学教育工作者的实践经验。他们总结了一些有用的建议，帮助中级教育工作者在从事SJE时应对可能出现的教学挑战。接下来，Dack等人(2022)将他们的文章重点放在了以公平的方式进行差异化教学上。特别是，他们要求教育工作者重新定义他们对学生准备程度的理解，以便以支持不同学生学习者的方式实施分层。最后，在Dieker等人(2022)的文章中，他们分享了如何将数字工具与通用学习设计相结合，用于数学课堂，以支持有语言障碍的学生。
{"title":"What does it mean to be an inclusive middle grades educator?","authors":"Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar","doi":"10.1080/00940771.2022.2123652","DOIUrl":"https://doi.org/10.1080/00940771.2022.2123652","url":null,"abstract":"Recently I (Lisa) had the opportunity to serve on a faculty panel exploring inclusive pedagogical practices within higher education. The panel consisted of faculty members from different disciplines including biological sciences, political science, sports administration, communications, and education. While my work has focused on diversity, equity, and inclusion efforts in middle level education, it was really inspiring and informative to hear how so many of my colleagues are intentionally working to create inclusive and humanizing educational spaces for their college students. It was also encouraging to see how many professors sought out the professional development opportunity of this half-day workshop. As I reflect on the workshop, what stands out to me is that several of the faculty members who attended candidly shared their desire to engage in inclusive practices but struggled with the implementation of those practices. This fracture between aspiration and attainment is not a new issue within education. hooks (1994) stated that “Despite the contemporary focus on multiculturalism in our society, particularly in education, there is not nearly enough practical discussion of ways classroom settings can be transformed so that the learning experience is inclusive” (p. 35). This is something that I commonly hear when speaking to and collaborating with middle level educators. Quite often they are aware of concepts such as culturally responsive teaching, culturally relevant pedagogy, multicultural education, culturally sustaining pedagogy, and inclusive pedagogy, however they often a struggle to move from theoretical understanding to practical implementation (Falbe & Smith, 2022). The consequence of this struggle is unfortunately seen in education outcomes such as inequitable discipline practices, curriculum that is not affirming of students’ multiple intersecting identities, and the implementation of what are deemed as “best practices” such as socio-emotional learning that are absent of cultural context. (Bishop & Harrison, 2021; Carter Andrews & Gutwein, 2020; Dolet & Salas, 2021; Duane et al., 2021; Gibbs Grey & Harrison, 2020). Central to our vision as editors of Middle School Journal has been to mitigate the aforementioned outcomes by disseminating practitioner-based articles that are grounded in research and that provide practical examples for educators to use to create culturally responsive, inclusive, affirming, and equitable learning environments and experiences (see Brown et al., 2021; Ellerbrock & Vomvoridi-Ivanovic, 2022; Hughes et al., 2022; Linder, 2021; Mizell, 2022; Walls, 2021). Within this issue, we present three such articles. In the DeMink-Carthew and Gonell (2022) article, they argued that while there has been increased synergy within the field of middle level education around promoting social justice education (SJE), “there remains a lack of scholarship and practitioner-oriented guidance concerning SJE in the middle grades.” Wit","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42640197","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 : 2022-10-20DOI: 10.1080/00940771.2022.2119758
L. Dieker, M. Greer, Amanda Lannan
Abstract As classroom teachers, we understand the struggles students face daily, especially in mathematics. These challenges can include language barriers which may or may not be related to disabilities. We have seen students in classrooms struggle with the digital divide and limited digital access. Both language and digital access are crucial for mathematical student learning. We provide practical ideas for middle school teachers to help bridge the gap for students with language barriers using digital access and the concept of Universal Design for Learning (UDL) in mathematics. The ideas presented are to provide greater equity for students with language-based issues in all areas, but with a special focus on the more complex needs presented in today’s middle school mathematics classrooms.
{"title":"Seven equity ideas for students with language-based needs in mathematics","authors":"L. Dieker, M. Greer, Amanda Lannan","doi":"10.1080/00940771.2022.2119758","DOIUrl":"https://doi.org/10.1080/00940771.2022.2119758","url":null,"abstract":"Abstract As classroom teachers, we understand the struggles students face daily, especially in mathematics. These challenges can include language barriers which may or may not be related to disabilities. We have seen students in classrooms struggle with the digital divide and limited digital access. Both language and digital access are crucial for mathematical student learning. We provide practical ideas for middle school teachers to help bridge the gap for students with language barriers using digital access and the concept of Universal Design for Learning (UDL) in mathematics. The ideas presented are to provide greater equity for students with language-based issues in all areas, but with a special focus on the more complex needs presented in today’s middle school mathematics classrooms.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"33 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46071512","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 : 2022-08-08DOI: 10.1080/00940771.2022.2096819
Kathryn Batchelor, Kennedy Thompson
Abstract Multimodal texts (composing and reading) deserve specific attention in our language arts curriculum. This article aims to share a collaborative effort between 7th grade students and preservice teachers engaged in a digital writing unit centered on Choose Your Own Adventure stories. In particular, we emphasize how digital writing offers students flexibility, choice, and nonlinear thinking during writing. We provide details on how preservice teachers taught this digital writing unit virtually during Covid, offering student examples and a student-created rubric. We end by sharing our successes and potential concerns for both groups of students as well as our experiences facilitating.
{"title":"Digital writing as multiple paths: 7th graders compose “Choose Your Own Adventure” stories","authors":"Kathryn Batchelor, Kennedy Thompson","doi":"10.1080/00940771.2022.2096819","DOIUrl":"https://doi.org/10.1080/00940771.2022.2096819","url":null,"abstract":"Abstract Multimodal texts (composing and reading) deserve specific attention in our language arts curriculum. This article aims to share a collaborative effort between 7th grade students and preservice teachers engaged in a digital writing unit centered on Choose Your Own Adventure stories. In particular, we emphasize how digital writing offers students flexibility, choice, and nonlinear thinking during writing. We provide details on how preservice teachers taught this digital writing unit virtually during Covid, offering student examples and a student-created rubric. We end by sharing our successes and potential concerns for both groups of students as well as our experiences facilitating.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"6 - 12"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425894","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 : 2022-08-08DOI: 10.1080/00940771.2022.2096957
Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison
What has happened in our American society, in public education, and sadly, in many public schools? I am nearly speechless. The amount of news coverage devoted to violence and death is numbing, not to mention economic strife resulting from inflation and rising costs everywhere due to a post-pandemic recession. And I wonder how educators, students and their families and communities are all handling these troubling situations? Surprisingly, it has already been 21 years since the World Trade Center attacks in New York by terrorists who had evil intent. I had only been teaching three years at that point in my career. I can still vividly remember coming back from having taught freshman English during the first-block period of the school day. I was greeted by my colleague who was clearly distraught. She mentioned the attack on the first building, just as we witnessed the attack on the second from the audio-visual cart rolled in from the media center. Shortly before that incident, the Columbine Shootings took place in Colorado in 1999. I had only been teaching a few short months. It was 20 April 1999, and most in public education at that time had their worlds rocked by the event. As a new teacher, I wondered about my future, my career. But I also wondered about my students and their futures and the world in which they would one day work and live. And I wish I could say that history does not repeat itself. I wish I could say that those incidents were isolated events, carved into the fabric of sorrow and pain, not to be repeated again. Sadly, that is untrue. In fact, as I, Ellis, write this editorial, I am faced with the realization that we have witnessed yet another horrific public school shootings. This time, the place is different. The shooter is different. The victims are different. But the sadness and sorrow and pain are all too familiar. From the recent Uvalde, Texas shootings, I have since learned that Uvalde was in fact the 27th mass school shooting this year alone (Diaz, 2022). And at the time of writing this editorial, we have already suffered over 392 general mass shootings in the United States this year (Gun Violence Archive, 2022). More telling are the exponential increases in gun related injuries and deaths recorded since 2013. The nonprofit Gun Violence Archive group, which began in 2013 and is not affiliated with any advocacy organization, collects from over 7500 law enforcement, media, and government and commercial resources daily (Gun Violence Archive, 2022). Their seven-year review shows that these issues are getting worse. The number of children between the ages of 0 and 11 who have suffered an injury resulting from gun violence since 2013 is 446, and the number of children who have died is 201. Moreover, the number of teens between the ages of 12 and 17 who have suffered an injury resulting from gun violence is 2,176, while the number of teens who have been killed is 809 (Gun Violence Archive, 2022). These numbers speak volumes about t
{"title":"Confidence and freedom for tomorrow","authors":"Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison","doi":"10.1080/00940771.2022.2096957","DOIUrl":"https://doi.org/10.1080/00940771.2022.2096957","url":null,"abstract":"What has happened in our American society, in public education, and sadly, in many public schools? I am nearly speechless. The amount of news coverage devoted to violence and death is numbing, not to mention economic strife resulting from inflation and rising costs everywhere due to a post-pandemic recession. And I wonder how educators, students and their families and communities are all handling these troubling situations? Surprisingly, it has already been 21 years since the World Trade Center attacks in New York by terrorists who had evil intent. I had only been teaching three years at that point in my career. I can still vividly remember coming back from having taught freshman English during the first-block period of the school day. I was greeted by my colleague who was clearly distraught. She mentioned the attack on the first building, just as we witnessed the attack on the second from the audio-visual cart rolled in from the media center. Shortly before that incident, the Columbine Shootings took place in Colorado in 1999. I had only been teaching a few short months. It was 20 April 1999, and most in public education at that time had their worlds rocked by the event. As a new teacher, I wondered about my future, my career. But I also wondered about my students and their futures and the world in which they would one day work and live. And I wish I could say that history does not repeat itself. I wish I could say that those incidents were isolated events, carved into the fabric of sorrow and pain, not to be repeated again. Sadly, that is untrue. In fact, as I, Ellis, write this editorial, I am faced with the realization that we have witnessed yet another horrific public school shootings. This time, the place is different. The shooter is different. The victims are different. But the sadness and sorrow and pain are all too familiar. From the recent Uvalde, Texas shootings, I have since learned that Uvalde was in fact the 27th mass school shooting this year alone (Diaz, 2022). And at the time of writing this editorial, we have already suffered over 392 general mass shootings in the United States this year (Gun Violence Archive, 2022). More telling are the exponential increases in gun related injuries and deaths recorded since 2013. The nonprofit Gun Violence Archive group, which began in 2013 and is not affiliated with any advocacy organization, collects from over 7500 law enforcement, media, and government and commercial resources daily (Gun Violence Archive, 2022). Their seven-year review shows that these issues are getting worse. The number of children between the ages of 0 and 11 who have suffered an injury resulting from gun violence since 2013 is 446, and the number of children who have died is 201. Moreover, the number of teens between the ages of 12 and 17 who have suffered an injury resulting from gun violence is 2,176, while the number of teens who have been killed is 809 (Gun Violence Archive, 2022). These numbers speak volumes about t","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44531788","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 : 2022-08-08DOI: 10.1080/00940771.2022.2096818
Wajeeh M. Daher
Abstract Creativity can be cultivated in the classroom by the teacher through classroom management. The present research attempts to study middle school teachers’ classroom management that attends to students’ creativity. We interviewed twenty-one middle school teachers of seven disciplines about their classroom management to cultivate their students’ creativity. We analyzed these interviews using a model of assessment of creativity in the organization as applied into the classroom setting. The research results indicated that the teachers utilized various methods to cultivate their students’ creativity, where these methods are related to the different components of the model of creativity assessment in the organization. Above all, the teachers used feedback from the teacher, strategies, and novel tasks as part of their classroom management to cultivate their students’ creativity. The teachers used the following methods less than the previous ones: risk-taking and group support. Freedom was the least method reported as means for cultivating creativity.
{"title":"Teachers’ classroom management for motivating students’ creativity","authors":"Wajeeh M. Daher","doi":"10.1080/00940771.2022.2096818","DOIUrl":"https://doi.org/10.1080/00940771.2022.2096818","url":null,"abstract":"Abstract Creativity can be cultivated in the classroom by the teacher through classroom management. The present research attempts to study middle school teachers’ classroom management that attends to students’ creativity. We interviewed twenty-one middle school teachers of seven disciplines about their classroom management to cultivate their students’ creativity. We analyzed these interviews using a model of assessment of creativity in the organization as applied into the classroom setting. The research results indicated that the teachers utilized various methods to cultivate their students’ creativity, where these methods are related to the different components of the model of creativity assessment in the organization. Above all, the teachers used feedback from the teacher, strategies, and novel tasks as part of their classroom management to cultivate their students’ creativity. The teachers used the following methods less than the previous ones: risk-taking and group support. Freedom was the least method reported as means for cultivating creativity.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"28 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59059884","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 : 2022-08-08DOI: 10.1080/00940771.2022.2096817
Brenda M. Morton
Abstract The middle school years can be exciting and confusing for young adolescent students. Thus it is important for teachers, administrators, and school professionals to create a unique classroom and school culture that meets their needs. Creating a positive classroom culture that supports young adolescents through social, physical, and academic development can be complex. For instance, significant numbers of young adolescents have or are experiencing traumatic events that can exacerbate their academic performance. Implementing mental health strategies based on trauma-response practices in the middle school classroom can promote healthy mind-sets, help students regain safety and stability, and put them back on track for academic and social success. This article presents specific factors that make middle school students unique and advocates for educators to implement trauma-response best practice strategies into their daily classroom practice. Including these strategies can support young adolescent development, including the mental well-being of students, and promote a positive and productive classroom environment.
{"title":"Trauma-Informed school practices: Creating positive classroom culture","authors":"Brenda M. Morton","doi":"10.1080/00940771.2022.2096817","DOIUrl":"https://doi.org/10.1080/00940771.2022.2096817","url":null,"abstract":"Abstract The middle school years can be exciting and confusing for young adolescent students. Thus it is important for teachers, administrators, and school professionals to create a unique classroom and school culture that meets their needs. Creating a positive classroom culture that supports young adolescents through social, physical, and academic development can be complex. For instance, significant numbers of young adolescents have or are experiencing traumatic events that can exacerbate their academic performance. Implementing mental health strategies based on trauma-response practices in the middle school classroom can promote healthy mind-sets, help students regain safety and stability, and put them back on track for academic and social success. This article presents specific factors that make middle school students unique and advocates for educators to implement trauma-response best practice strategies into their daily classroom practice. Including these strategies can support young adolescent development, including the mental well-being of students, and promote a positive and productive classroom environment.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"20 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48573819","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 : 2022-08-08DOI: 10.1080/00940771.2022.2095603
Cyndi Giorgis, N. Johnson
Abstract In using wordless picture books, teachers enhance the reading experience while fostering, nurturing, and broadening students’ reading and writing skills. Wordless picture books are accessible to all students. They encourage and require readers to slow down as they inhabit and comprehend the story told through art, symbolism, and images. Picture books often carry a stigma that they are for students in elementary grades and certainly not for young adolescents. However, many recent wordless picture books are multifaceted, thought-provoking, and galvanizing, making them perfect for an older audience. How can middle school educators bring these books into their classrooms in positive, meaningful, and inspiring ways? This article offers the rationale for partnering with wordless picture books to prompt creative writing, enhance vocabulary, increase background knowledge, foster comprehension, and elevate visual literacy. Coupled with recommended titles of wordless picture books for adolescents, an instructional strategy will demonstrate to students how to slow down, savor, and interpret both art and narrative storytelling.
{"title":"“It’s a radical decision not to use words”: Partnering with wordless picture books to enhance reading and writing","authors":"Cyndi Giorgis, N. Johnson","doi":"10.1080/00940771.2022.2095603","DOIUrl":"https://doi.org/10.1080/00940771.2022.2095603","url":null,"abstract":"Abstract In using wordless picture books, teachers enhance the reading experience while fostering, nurturing, and broadening students’ reading and writing skills. Wordless picture books are accessible to all students. They encourage and require readers to slow down as they inhabit and comprehend the story told through art, symbolism, and images. Picture books often carry a stigma that they are for students in elementary grades and certainly not for young adolescents. However, many recent wordless picture books are multifaceted, thought-provoking, and galvanizing, making them perfect for an older audience. How can middle school educators bring these books into their classrooms in positive, meaningful, and inspiring ways? This article offers the rationale for partnering with wordless picture books to prompt creative writing, enhance vocabulary, increase background knowledge, foster comprehension, and elevate visual literacy. Coupled with recommended titles of wordless picture books for adolescents, an instructional strategy will demonstrate to students how to slow down, savor, and interpret both art and narrative storytelling.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"13 - 19"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412474","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：