Search

The work of teacher education in a 2020's context is challenging and filled with opportunity. With a diversifying P-12 student body (Love, 2020; Pitts, 2019) and the confluence of social, political, and educational factors (Nieto & Bode, 2018), the complexities of teacher education are vast and fluid. In a historical moment that has included teaching in a time of pandemic, national reckonings over race and injustice, and explicit legislation to guide teaching about social history (Kelly et al., 2023), effective middle level teacher education is multifaceted. It calls for the development of teacher candidates skilled in creating school environments that are "welcoming, inclusive, and affirming for all" (Bishop & Harrison, 2021, p. 12). It also necessitates middle level educators to grapple with the impact of systemic bias and to hold explicit commitments toward equitable and justice-oriented pedagogies (Bishop & Harrison, 2021; Ranschaert, 2021). In "Course Correction" we tell the story of our collaborative self-study of teacher education practices, situated in middle level education. Within this inquiry, we sought to identify points of bias that influence and inhabit our work by assessing our instructional frames, curricular resources, and practices. We also sought to examine our teaching through a critical, antiracist lens, a necessary framing for the 2020's teacher education context.

In 2018 we published a chapter entitled "Middle Grades Schools and Structures" (Ellerbrock et al., 2018a) in "Literature Reviews in Support of the Middle Level Education Research Agenda" (Mertens et al., 2013). Building on the earlier work of Ellerbrock et al. (2018a), this chapter reviewed literature between 2000 and 2018 that reported on the organizational structures of middle level education settings in the United States of America and Australia. Though the findings highlighted the dearth of research specifically examining the organizational structures of middle level education, the literature examined supported the original three key interconnected themes of "people," "place," and "time" (Ellerbrock et al., 2018b) as being key features necessary for the implementation of effective middle schooling practices. In our conclusion, we called for more robust research in this area to guide policy and enact practices across different jurisdictions. At the same time, Bishop and Nagle (2018) noted the many increasing disparities in access to quality education and invited readers to consider how schools can serve all students both equitably and well. Equitable access is first and foremost, but equitable outcomes for all students is paramount. At the time of publication of all of these works, no one could have predicted the significant negative impact of COVID-19 and the resultant exacerbation of the already challenging inequities in education across the globe. However, research over the last five years, and particularly since 2020, has placed a greater focus on policy, system, and grassroots pedagogical changes to bridge this widening gap. In light of this heightened focus, this essay aims to reexamine the three key themes of "people," "place," and "time" and, when implemented with integrity, the ways middle grades schools and structures can contribute to creating both developmentally responsive and equitable educational experiences for young adolescent learners.

In 2016, the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association (AERA) published "The MLER SIG Research Agenda," a white paper identifying critical issues and concerns facing the field of middle level education. Since its release, much has changed. This manuscript is a revised version of "The MLER SIG Research Agenda." More than 40 researchers from across the globe collaborated to develop an agenda for future middle level research that illuminates strategies for moving middle level education forward in support of young adolescents within the current state of affairs. The research summarized in this manuscript represents eight focus areas: (a) middle grades curriculum; (b) middle grades pedagogies; (c) middle level certification and licensure; (d) middle level leadership; (e) middle level schools, classrooms, culture, and learning environments; (f) middle level teacher development; (g) social and emotional wellbeing; and (h) young adolescent identity and experiences. Each group summarized the current literature in their area and developed a list of questions to guide future middle level education research. This manuscript is intended to start conversations, generate ideas for research projects, and contribute new knowledge to the field of middle level education.