Pub Date : 2023-02-14DOI: 10.1080/00940771.2022.2163218
Lindy L. Johnson, Meredith W. Kier, Janise S. Parker, Evan J. Gallagher
Abstract The COVID-19 global pandemic significantly impacted both the academic and social and emotional development of middle school students. This article describes the benefits of implementing an interdisciplinary, project-based summer school program to support middle school students as they adapted to in-person learning after school closures due to the global pandemic. Findings show that participation in the summer program contributed to students’ engagement and interest in science and engineering activities and their social-emotional growth through peer collaboration and relational mentor support.
{"title":"Reimagining summer school: Science and engineering enrichment for middle school students in the wake of COVID-19","authors":"Lindy L. Johnson, Meredith W. Kier, Janise S. Parker, Evan J. Gallagher","doi":"10.1080/00940771.2022.2163218","DOIUrl":"https://doi.org/10.1080/00940771.2022.2163218","url":null,"abstract":"Abstract The COVID-19 global pandemic significantly impacted both the academic and social and emotional development of middle school students. This article describes the benefits of implementing an interdisciplinary, project-based summer school program to support middle school students as they adapted to in-person learning after school closures due to the global pandemic. Findings show that participation in the summer program contributed to students’ engagement and interest in science and engineering activities and their social-emotional growth through peer collaboration and relational mentor support.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"17 - 27"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475823","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 : 2023-02-14DOI: 10.1080/00940771.2022.2163217
Y. Allsop, Sarah Saxbe, Virginia Abbott, S. Ha, M. K. Irwin, Xingfeiyue Liu, Adriana I. Martinez Calvit, Yue Sheng, Shantanu Tilak, L. V. van Petten, Eric M. Anderman
Abstract The disruption of in-person delivery of a sexual health education curriculum to students in 19 urban middle schools in the Midwestern United States was one of many complications in education due the COVID-19 pandemic. Given time constraints and need for program delivery, community partners collaborated to convert the curriculum for virtual delivery. A team of school health education experts, sexual health education professionals, educational psychologists, and an E-learning professional worked together in curriculum conversion, leveraging knowledge and expertise for production of a virtual sexual health education curriculum tool for educators to use for teaching middle school students learning in a virtual format and as an aid for future in-person delivery.
{"title":"Leveraging community partnerships: Conversion of a sexual health curriculum as a virtual teaching tool for middle schoolers","authors":"Y. Allsop, Sarah Saxbe, Virginia Abbott, S. Ha, M. K. Irwin, Xingfeiyue Liu, Adriana I. Martinez Calvit, Yue Sheng, Shantanu Tilak, L. V. van Petten, Eric M. Anderman","doi":"10.1080/00940771.2022.2163217","DOIUrl":"https://doi.org/10.1080/00940771.2022.2163217","url":null,"abstract":"Abstract The disruption of in-person delivery of a sexual health education curriculum to students in 19 urban middle schools in the Midwestern United States was one of many complications in education due the COVID-19 pandemic. Given time constraints and need for program delivery, community partners collaborated to convert the curriculum for virtual delivery. A team of school health education experts, sexual health education professionals, educational psychologists, and an E-learning professional worked together in curriculum conversion, leveraging knowledge and expertise for production of a virtual sexual health education curriculum tool for educators to use for teaching middle school students learning in a virtual format and as an aid for future in-person delivery.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"6 - 16"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43158203","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 : 2023-02-14DOI: 10.1080/00940771.2022.2163219
Jennifer Renick, Stephanie M. Reich
Abstract The COVID-19 pandemic caused schools to shift to virtual or hybrid instruction, thrusting young adolescents into a very different educational environment. Stage-environment fit theory outlines ways in which educational contexts may, or may not, meet the developmental needs of young adolescents. Yet little is known about how virtual environments fit the needs of middle schoolers. To assess this, we surveyed 430 middle school students in California during emergency distance learning. Open- and close-ended survey questions revealed the ways in which virtual schooling was not able to match the needs of these young adolescents. Student responses included challenges related to lack of connections with peers and teachers, difficulty working independently, and general mental health issues. Though limited, these results highlight the ways in which to consider developmental stages when altering school contexts in the face of the COVID-19 pandemic. Such findings offer insights on how to adjust online practices so that they can better support the developmental needs of middle school students.
{"title":"The mismatch of virtual instruction practices with young adolescents’ developmental needs","authors":"Jennifer Renick, Stephanie M. Reich","doi":"10.1080/00940771.2022.2163219","DOIUrl":"https://doi.org/10.1080/00940771.2022.2163219","url":null,"abstract":"Abstract The COVID-19 pandemic caused schools to shift to virtual or hybrid instruction, thrusting young adolescents into a very different educational environment. Stage-environment fit theory outlines ways in which educational contexts may, or may not, meet the developmental needs of young adolescents. Yet little is known about how virtual environments fit the needs of middle schoolers. To assess this, we surveyed 430 middle school students in California during emergency distance learning. Open- and close-ended survey questions revealed the ways in which virtual schooling was not able to match the needs of these young adolescents. Student responses included challenges related to lack of connections with peers and teachers, difficulty working independently, and general mental health issues. Though limited, these results highlight the ways in which to consider developmental stages when altering school contexts in the face of the COVID-19 pandemic. Such findings offer insights on how to adjust online practices so that they can better support the developmental needs of middle school students.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"28 - 40"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46792311","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 : 2023-02-14DOI: 10.1080/00940771.2022.2162773
Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison
There is a nation-wide teacher shortage. While this statement might seem obvious to many, perhaps even an understatement to the many challenging and traumatizing things taking place within education (see Hurd et al., 2021, Hurd, 2022), it is a statement worth exploring. According to the U.S. Government Accountability Office (GAO) (2022) the teacher shortage facing schools is real. It is worse in certain areas and for certain groups, such as in western states and for rural, urban, and highpoverty communities with Black and Brown students. However, the U.S. GAO found that “in every [U.S.] region, shortages were between 8–17% points higher than five years earlier” (p. 15). U.S. GAO also found that the teacher shortage has been made worse during the COVID-19 pandemic and has been exacerbated by two key issues: teacher recruitment and retention challenges. These challenges exist due to a negative perception of the teaching profession and a perceived lack of support for current teachers. Of course, there are many efforts and initiatives to solve the teacher shortage crisis in the United States, just as there are goals to have high-quality teachers. But the goals of high-quality teacher recruitment and retention are in fact interrelated. These are a twofold goal that some states may struggle with meeting, keeping in mind the aims within both of these goals. Despite current research and the struggles facing schools to recruit and retain teachers, there are some organizations that still question whether or not there truly is a teacher shortage. For example, the National Council on Teacher Quality (2018) argued the “largely anecdotal, not based on data” teacher-shortage-narrative is really a decades-old struggle, misguided by limited policy papers and localized economic conditions of just a few states (p. 1). They further stated that the widespread deficit of teachers nationally is a perception due in part to state agencies that misalign teacher vacancy data against district hiring statistics. Their main point is that way too many teachers (in fact, 50%) leave the profession before they actually begin to teach, thus inflating statistics (p. 4). However, the NCTQ report is based on statistical data of national agencies dating back to before 2016 and has yet to be retracted or updated. In fact, much of the world has changed since then, with a global pandemic, stock market strife, and global inflation. Regardless of one’s orientation on the teachershortage-narrative, there is no denying that some schools are struggling to recruit and retain teachers, for various reasons. There is no denying that many schools are also having serious issues with recruiting substitute teachers. Some states, for example, are turning to unconventional ways to fill classrooms with teachers in order to meet the demand and to have an adult in front of children. The following list includes just a few efforts occurring nationally to address the teacher shortage:
全国教师短缺。虽然这句话对许多人来说似乎是显而易见的，甚至可能是对教育中发生的许多具有挑战性和创伤性的事情的轻描淡写(见Hurd et al.， 2021, Hurd, 2022)，但这是一个值得探索的说法。根据美国政府问责局(GAO)(2022)的报告，学校面临的教师短缺是真实存在的。在某些地区和某些群体中，情况更糟，比如在西部各州，在农村、城市和有黑人和棕色人种学生的高度贫困社区。然而，美国政府问责局发现，“在每一个[美国]在中国，劳动力短缺比五年前高出8-17%”(第15页)。美国政府问责局还发现，在2019冠状病毒病大流行期间，教师短缺问题更加严重，两个关键问题——教师招聘和留住挑战——加剧了这一问题。这些挑战的存在是由于对教师职业的负面看法以及对现有教师缺乏支持。当然，美国也有很多努力和举措来解决教师短缺危机，就像拥有高质量的教师一样。但是，高质量教师招聘和留住的目标实际上是相互关联的。这是一些州可能难以实现的双重目标，同时要牢记这两个目标中的目标。尽管目前的研究表明，学校在招聘和留住教师方面面临着困难，但仍有一些组织质疑是否真的存在教师短缺。例如，国家教师质量委员会(2018年)认为，教师短缺的说法“主要是轶事，而不是基于数据”，这实际上是一个长达数十年的斗争，受到有限的政策文件和少数几个州的局部经济条件的误导(第1页)。他们进一步指出，全国教师普遍短缺的一种看法，部分原因是国家机构将教师空缺数据与地区招聘统计数据进行了错误调整。他们的主要观点是，太多的教师(事实上，50%)在真正开始教学之前就离开了这个行业，从而夸大了统计数据(第4页)。然而，NCTQ的报告基于国家机构的统计数据，这些数据可追溯到2016年之前，尚未被撤回或更新。事实上，从那时起，世界发生了很大变化，全球大流行、股市动荡和全球通货膨胀。不管人们对教师短缺的看法如何，不可否认的是，由于各种原因，一些学校在招聘和留住教师方面遇到了困难。不可否认，许多学校在招聘代课教师方面也存在严重问题。例如，一些州正在采取非常规的方式来填补教室里的教师，以满足需求，并让一个成年人在孩子面前。下面的列表只列出了一些在全国范围内为解决教师短缺所做的努力:
{"title":"Renewing the commitment for specialized middle grades teacher preparation and licensure","authors":"Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison","doi":"10.1080/00940771.2022.2162773","DOIUrl":"https://doi.org/10.1080/00940771.2022.2162773","url":null,"abstract":"There is a nation-wide teacher shortage. While this statement might seem obvious to many, perhaps even an understatement to the many challenging and traumatizing things taking place within education (see Hurd et al., 2021, Hurd, 2022), it is a statement worth exploring. According to the U.S. Government Accountability Office (GAO) (2022) the teacher shortage facing schools is real. It is worse in certain areas and for certain groups, such as in western states and for rural, urban, and highpoverty communities with Black and Brown students. However, the U.S. GAO found that “in every [U.S.] region, shortages were between 8–17% points higher than five years earlier” (p. 15). U.S. GAO also found that the teacher shortage has been made worse during the COVID-19 pandemic and has been exacerbated by two key issues: teacher recruitment and retention challenges. These challenges exist due to a negative perception of the teaching profession and a perceived lack of support for current teachers. Of course, there are many efforts and initiatives to solve the teacher shortage crisis in the United States, just as there are goals to have high-quality teachers. But the goals of high-quality teacher recruitment and retention are in fact interrelated. These are a twofold goal that some states may struggle with meeting, keeping in mind the aims within both of these goals. Despite current research and the struggles facing schools to recruit and retain teachers, there are some organizations that still question whether or not there truly is a teacher shortage. For example, the National Council on Teacher Quality (2018) argued the “largely anecdotal, not based on data” teacher-shortage-narrative is really a decades-old struggle, misguided by limited policy papers and localized economic conditions of just a few states (p. 1). They further stated that the widespread deficit of teachers nationally is a perception due in part to state agencies that misalign teacher vacancy data against district hiring statistics. Their main point is that way too many teachers (in fact, 50%) leave the profession before they actually begin to teach, thus inflating statistics (p. 4). However, the NCTQ report is based on statistical data of national agencies dating back to before 2016 and has yet to be retracted or updated. In fact, much of the world has changed since then, with a global pandemic, stock market strife, and global inflation. Regardless of one’s orientation on the teachershortage-narrative, there is no denying that some schools are struggling to recruit and retain teachers, for various reasons. There is no denying that many schools are also having serious issues with recruiting substitute teachers. Some states, for example, are turning to unconventional ways to fill classrooms with teachers in order to meet the demand and to have an adult in front of children. The following list includes just a few efforts occurring nationally to address the teacher shortage:","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45646562","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 : 2022-12-16DOI: 10.1080/00940771.2022.2142003
Kathleen Colantonio Yurko, Britt Adams, Shelby Boehm, H. Miller
Abstract In the following article the authors detail important concepts surrounding sexual harassment when teachers address such topics in their classrooms. The article considers activities and resources for teachers that should be taught to middle school students in tandem with the literary titles. Middle grades literature, when paired with intentional pedagogy, can be one of many tools middle school educators use to identify and challenge ideas, beliefs, norms, and actions that perpetuate sexual violence. This article uses four fictional titles to address content and concepts with middle grades learners.
{"title":"Boundaries, objectification, and gender norms: Addressing sexual and gender-based harassment with middle grade literature","authors":"Kathleen Colantonio Yurko, Britt Adams, Shelby Boehm, H. Miller","doi":"10.1080/00940771.2022.2142003","DOIUrl":"https://doi.org/10.1080/00940771.2022.2142003","url":null,"abstract":"Abstract In the following article the authors detail important concepts surrounding sexual harassment when teachers address such topics in their classrooms. The article considers activities and resources for teachers that should be taught to middle school students in tandem with the literary titles. Middle grades literature, when paired with intentional pedagogy, can be one of many tools middle school educators use to identify and challenge ideas, beliefs, norms, and actions that perpetuate sexual violence. This article uses four fictional titles to address content and concepts with middle grades learners.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"23 - 31"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49133804","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 : 2022-12-16DOI: 10.1080/00940771.2022.2142006
Erica Warren
Abstract AMLE advocates for educators to respect and value young adolescents. Yet, the narrative surrounding early adolescence in the United States centers chaos, hormones, and emotional drama. Middle school educators repeat or hear some version of this narrative daily, yet it remains unchecked and unaddressed in professional development. Deficit constructs, rooted in damage-centered narratives of young adolescents, influence pedagogy and impact instructional decisions and student outcomes. Although the negative impact of damage-centered narratives is especially visceral on Black, brown, bilingual, and disabled students, all students would benefit from teachers who have had professional development to address damage narratives. This article explores the use of counter-narrative in curricula to shift teachers toward transformative pedagogically productive talk and away from damage-centered narratives and deficit constructs of students.
{"title":"Addressing deficit constructs through critical counter-narratives and transformative coaching","authors":"Erica Warren","doi":"10.1080/00940771.2022.2142006","DOIUrl":"https://doi.org/10.1080/00940771.2022.2142006","url":null,"abstract":"Abstract AMLE advocates for educators to respect and value young adolescents. Yet, the narrative surrounding early adolescence in the United States centers chaos, hormones, and emotional drama. Middle school educators repeat or hear some version of this narrative daily, yet it remains unchecked and unaddressed in professional development. Deficit constructs, rooted in damage-centered narratives of young adolescents, influence pedagogy and impact instructional decisions and student outcomes. Although the negative impact of damage-centered narratives is especially visceral on Black, brown, bilingual, and disabled students, all students would benefit from teachers who have had professional development to address damage narratives. This article explores the use of counter-narrative in curricula to shift teachers toward transformative pedagogically productive talk and away from damage-centered narratives and deficit constructs of students.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"14 - 22"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44052127","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 : 2022-12-16DOI: 10.1080/00940771.2022.2142005
T. Lahey, L. Rizopoulos
Abstract Teacher educators surveyed and interviewed program alumni working in middle schools to address the question, what literacy practices have you found to be most supportive of English language learners in your classrooms? This article describes the three most common practices identified by the middle school teachers, practices that are affiliated with five attributes that have been identified as central to effective and supportive middle school classrooms. The practices include 1. activating prior knowledge; 2. employing non-linguistic, multimodal communication, and 3. integrating language play into the curricula. The authors affiliated research in the field with these practices to provide additional rationales for their implementation. Specific digital technologies recommended by the teachers to support these practices are also identified.
{"title":"Learning from alumni: Creating middle school classrooms that support English language learners","authors":"T. Lahey, L. Rizopoulos","doi":"10.1080/00940771.2022.2142005","DOIUrl":"https://doi.org/10.1080/00940771.2022.2142005","url":null,"abstract":"Abstract Teacher educators surveyed and interviewed program alumni working in middle schools to address the question, what literacy practices have you found to be most supportive of English language learners in your classrooms? This article describes the three most common practices identified by the middle school teachers, practices that are affiliated with five attributes that have been identified as central to effective and supportive middle school classrooms. The practices include 1. activating prior knowledge; 2. employing non-linguistic, multimodal communication, and 3. integrating language play into the curricula. The authors affiliated research in the field with these practices to provide additional rationales for their implementation. Specific digital technologies recommended by the teachers to support these practices are also identified.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"32 - 40"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48452175","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 : 2022-12-16DOI: 10.1080/00940771.2022.2142004
Ebony Terrell Shockley, Valeisha Ellis
Abstract This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students’ perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms.
{"title":"The perspectives and pedagogies of middle school social justice educators","authors":"Ebony Terrell Shockley, Valeisha Ellis","doi":"10.1080/00940771.2022.2142004","DOIUrl":"https://doi.org/10.1080/00940771.2022.2142004","url":null,"abstract":"Abstract This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students’ perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"3 - 13"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754113","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 : 2022-12-16DOI: 10.1080/00940771.2022.2147344
Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd
{"title":"Gratitude","authors":"Kathleen M. Brinegar, Lisa M. Harrison, Ellis Hurd","doi":"10.1080/00940771.2022.2147344","DOIUrl":"https://doi.org/10.1080/00940771.2022.2147344","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"2 - 2"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547832","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: 10.1080/00940771.2022.2119756
Hilary Dack, E. Chiles, Lesli L. Kathman, Arrinna Poessnecker, Emilee Strohl
Abstract Although a teacher’s goal in using differentiated instruction is typically rooted in equity, middle level educators can use this instructional approach in inequitable ways if it is not strategically executed. This paper suggests that the concept of student readiness, or current proximity to a learning objective as revealed by clear assessment data, offers one key to equitable differentiation in the middle grades. It provides step-by-step guidance on how to implement the readiness-based strategy of tiering in a manner that is respectful of diverse learners and that will lead to lasting learning. We present four extended examples of the equitable use of tiering across multiple content areas. This paper offers both concrete recommendations for the effective use of one differentiation strategy and philosophical considerations of why readiness-based differentiation supports fairness and practicality in the middle level classroom.
{"title":"The key to equitable differentiation","authors":"Hilary Dack, E. Chiles, Lesli L. Kathman, Arrinna Poessnecker, Emilee Strohl","doi":"10.1080/00940771.2022.2119756","DOIUrl":"https://doi.org/10.1080/00940771.2022.2119756","url":null,"abstract":"Abstract Although a teacher’s goal in using differentiated instruction is typically rooted in equity, middle level educators can use this instructional approach in inequitable ways if it is not strategically executed. This paper suggests that the concept of student readiness, or current proximity to a learning objective as revealed by clear assessment data, offers one key to equitable differentiation in the middle grades. It provides step-by-step guidance on how to implement the readiness-based strategy of tiering in a manner that is respectful of diverse learners and that will lead to lasting learning. We present four extended examples of the equitable use of tiering across multiple content areas. This paper offers both concrete recommendations for the effective use of one differentiation strategy and philosophical considerations of why readiness-based differentiation supports fairness and practicality in the middle level classroom.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"53 1","pages":"15 - 32"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44615875","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：