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Education Sciences
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Middle Grades Education
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Middle Grades Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 July 2018) | Viewed by 47691

Special Issue Editor

Dr. Micki M. Caskey

E-Mail Website
Guest Editor
Department of Curriculum and Instruction, Graduate School of Education, Portland State University, P.O. Box 751, Portland, OR 97207-0751, USA
Interests: middle grades education; doctoral education; curriculum and instruction

Special Issue Information

Dear Colleagues,

The overall focus of this Special Issue is middle grades education.  The scope of this issue will include key research topics in middle grades education (e.g., young adolescent development, cultural responsiveness, special populations, educator development, curriculum, social and emotional learning, digital technologies, school structures).  The purpose of this Special Issue is to highlight research and evidence from scholars about how the middle grades education can advance and improve outcomes for all young adolescents.  With regard to the extant literature, this Special Issue has the potential to contribute the growing research base about middle grades education.  It also has the potential to promote middle grades education internationally.

The field of middle grades education focuses on advancing quality educational experiences and positive outcomes for young adolescents—10 to 14 year old.  Researchers are continuing to build a solid research base about middle grades education and practitioners are implementing policies, programs, and practices to support the development of young adolescents.  Together, researchers and practitioners, contribute to what we know about middle grades education.  Yet, we need to continue and, some say, accelerate these efforts.  The purpose of this Special Issue is to highlight research and evidence from scholars about how the middle grades education can advance and improve outcomes for all young adolescents. Topics for this issue will include research that addresses the middle grades research agenda (Mertens et al., 2016) or other emerging areas of research. As the editor, I will invite manuscripts from established scholars and encourage others to submit manuscripts independently. Please send a structured abstract (see Mosteller, Nave, & Miech, 2004) to me at [email protected].

References:

Caskey, M. M., Andrews, P. G., Bishop, P. A., Capraro, R. M., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.). Westerville, OH: National Middle School Association.

Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York, NY: Carnegie Corporation.

Mertens, S. B., Caskey, M. M., Bishop, P., Flowers, N., Strahan, D., Andrews, G., & Daniel, L. (Eds.). (2016). The MLER SIG research agenda. Retrieved from http://mlersig.net/mler-sig-research-agenda

Mertens, S. B., Caskey, M. M., & Flowers, N. (Eds.). (2016). The encyclopedia of middle grades education (2nd ed.). Charlotte, NC: Information Age.

Mertens, S. B., Caskey, M. M., & Flowers, N. (2016). The need for large-scale, longitudinal empirical studies in middle level education research. Middle Grades Review 2(2), 1-11.

Mosteller, F., Nave, B., & Miech, E. J. (2004). Why we need a structured abstract in education research. Educational Researcher, 33(1), 29–34.

Sincerely,

Dr. Micki M. Caskey
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • middle grades education
  • middle level education
  • middle years education
  • middle school
  • young adolescents
  • early adolescence

Published Papers (7 papers)

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Research

18 pages, 5328 KiB  
Article
Funds of Identity and Humanizing Research as a Means of Combating Deficit Perspectives of Homelessness in the Middle Grades
by Matthew Moulton
Educ. Sci. 2018, 8(4), 172; https://doi.org/10.3390/educsci8040172 - 17 Oct 2018
Cited by 6 | Viewed by 3364
Abstract
Youth experiencing homelessness have seldom had the opportunity to contribute to conversations about policies and practices that impact their day-to-day lives. Brinegar highlighted middle level education research’s contribution to the lack of representation of the voices of youth from marginalized perspectives. Where opportunities [...] Read more.
Youth experiencing homelessness have seldom had the opportunity to contribute to conversations about policies and practices that impact their day-to-day lives. Brinegar highlighted middle level education research’s contribution to the lack of representation of the voices of youth from marginalized perspectives. Where opportunities lack, dominant narratives persist. The word homeless often conjures deficit-laden images of ineptitude and unintelligence. This qualitative humanizing research study worked with one participant, AJ, who created maps and other identity artifacts as a means of illuminating his funds of identity that were then analyzed using Creswell and Poth’s data analysis spiral. Though results showed AJ to be a young adolescent with multiple funds of identity, the purpose of this article is to present how AJ draws great strength and purpose from his identity as a creator, despite transience between schools, who leverages technology for his personal and academic benefit. These results describe a young adolescent whose resilience and funds of identity transcend dominant narratives surrounding homelessness and point to opportunities for educator support in curriculum development and school-level policy. Full article
(This article belongs to the Special Issue Middle Grades Education)
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18 pages, 256 KiB  
Article
An Examination of Middle School Organizational Structures in the United States and Australia
by Cheryl R. Ellerbrock, Katherine Main, Kristina N. Falbe and Dana Pomykal Franz
Educ. Sci. 2018, 8(4), 168; https://doi.org/10.3390/educsci8040168 - 15 Oct 2018
Cited by 13 | Viewed by 6228
Abstract
The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics [...] Read more.
The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning. Full article
(This article belongs to the Special Issue Middle Grades Education)
11 pages, 619 KiB  
Article
Does the Middle School Model Make a Difference? Relating Measures of School Effectiveness to Recommended Best Practices
by Mark Olofson and David Knight
Educ. Sci. 2018, 8(4), 160; https://doi.org/10.3390/educsci8040160 - 24 Sep 2018
Cited by 1 | Viewed by 5284
Abstract
Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for [...] Read more.
Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents. Full article
(This article belongs to the Special Issue Middle Grades Education)
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13 pages, 206 KiB  
Article
Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School
by P. Gayle Andrews and Susan Y. Leonard
Educ. Sci. 2018, 8(3), 148; https://doi.org/10.3390/educsci8030148 - 15 Sep 2018
Cited by 13 | Viewed by 3885
Abstract
Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus [...] Read more.
Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions. Full article
(This article belongs to the Special Issue Middle Grades Education)
14 pages, 201 KiB  
Article
Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms
by Katherine Main
Educ. Sci. 2018, 8(3), 143; https://doi.org/10.3390/educsci8030143 - 10 Sep 2018
Cited by 10 | Viewed by 6028
Abstract
Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and [...] Read more.
Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas. Full article
(This article belongs to the Special Issue Middle Grades Education)
19 pages, 647 KiB  
Article
Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School
by Donna Pendergast, Jeanne Allen, Glenda McGregor and Michelle Ronksley-Pavia
Educ. Sci. 2018, 8(3), 138; https://doi.org/10.3390/educsci8030138 - 06 Sep 2018
Cited by 22 | Viewed by 15013
Abstract
The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need [...] Read more.
The philosophy of middle level education is to intentionally create a learning environment that supports every young adolescent. The literature around engagement points to the need for students to experience (among other requirements) a sense of belonging at school (SOBAS). When the need for belonging is not achieved there may be significant consequences, including an impact on intellectual performance, and hence, learning potential may not be achieved. For students with marginalized identities, an intensification of factors that create challenges places them at-risk of disengaging and their sense of belonging at school is more likely to be compromised. Nurturing SOBAS is positively associated with the retention of students who are at-risk of dropping out of, thereby being an aspirational goal of education. Methods: The findings of a systematic literature review related to young adolescents and the importance of SOBAS forms a focused literature base. We highlight findings from a study that explored the effectiveness of engagement strategies for marginalized students in one educational jurisdiction in Australia. Data in the form of a series of interviews and focus groups conducted with 25 students, 25 of their teachers, and 39 school leaders provides a rich data set for thematic content analysis. Inductive analysis and in vivo coding led to a framework that summarized each of the sub-group data sets to convey emergent themes. Results: Five themes related to SOBAS emerged from the data: (a) Relationships in School; (b) School Climate; (c) Pedagogical Practices; (d) Specific Programs and Activities; and (e) Other Issues, mainly variables such as family, mental health, trauma and poverty that impacted on a student’s SOBAS. Conclusion: The systematic literature review and the findings of the empirical study presented in this paper highlight aspects of SOBAS that can be formalized into a series of strategies to increase retention of marginalized students. Full article
(This article belongs to the Special Issue Middle Grades Education)
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6 pages, 185 KiB  
Article
Using Restorative Practices to Prepare Teachers to Meet the Needs of Young Adolescents
by Jamie Silverman and Molly Mee
Educ. Sci. 2018, 8(3), 131; https://doi.org/10.3390/educsci8030131 - 30 Aug 2018
Cited by 6 | Viewed by 7380
Abstract
Recent news on school safety and efforts to improve school climate underscores the importance of building positive student relationships and resolving conflict in our nation’s classrooms. Restorative practices are currently gaining credibility and popularity as a means to build classroom and peer relationships. [...] Read more.
Recent news on school safety and efforts to improve school climate underscores the importance of building positive student relationships and resolving conflict in our nation’s classrooms. Restorative practices are currently gaining credibility and popularity as a means to build classroom and peer relationships. Through a descriptive study, we explored how to model the restorative practice of community circles with teacher candidates to prepare them to use the approach with their future middle school students. We describe how a teacher educator engaged middle-level teacher candidates with community circles in an internship seminar for this purpose. This article illustrates the powerful effects restorative practices had on the teacher candidates’ peer relationships and the connections they made about teaching young adolescent students. We also provide a step-by-step guide for implementing this practice in middle level teacher education programs. Full article
(This article belongs to the Special Issue Middle Grades Education)
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