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In an effort to advance the middle school movement, this paper examines the research trends from three organizations that support middle grades educational innovation, assessment, and research: The Carnegie Corporation of New York, the Educational Testing Service, and the Institute of Education Sciences. Using an instrumental, multiple case study design, trends within and across these organizations regarding research on middle grades education were identified. We found trends across these organizations that reveal the following: They privilege quantitative methodologies; the research topics examined are limited in focus; and the end-result for much of their work results in exclusive products for sale. Further, each of these organizations has deep pockets that provide significant funds for their research projects and products. [ABSTRACT FROM AUTHOR]

Science teachers crave instructional materials and an increasing number of them are going to online educational marketplaces to purchase them. This study reports on a content analysis of highly rated products marketed for middle level science (grades 6, 7, and/or 8) on TeachersPayTeachers.com (TpT), one of the most prominent online educational marketplaces. Thirty-three products were reviewed in this study and they contained a variety of student tasks (e.g., investigations & worksheets) and teacher resources (e.g., PowerPoint slides, lesson plans, & answer keys). Instructional materials obtained from these products yielded more than 1,500 pages for analysis. The first layer of the analysis focused on the alignment of these materials to the Next Generation Science Standards (NGSS), and results indicated that few materials included any key features of NGSS design (n = 2). The second layer of the analysis focused on the treatment and presentation of nature of science (NOS) ideas in these instructional materials. Of the 27 products that included any representation of NOS, the majority of these materials included empirical NOS (n = 22) and the myth of the "Scientific Method" (n = 21). Fewer representations were found for social NOS (n = 4), creative (n = 3), tentative (n = 3), theory-laden (n = 3), and along with social and cultural embeddedness (n = 1). Results revealed mixed messages among the instructional materials reviewed, examples are shared to frame a discussion about features that can foster the development of NOS understandings. Implications of this research regarding the preparation of teachers to evaluate instructional materials are discussed alongside research highlighting how educative features can support NOS instruction. [ABSTRACT FROM AUTHOR]

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.

Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work. [ABSTRACT FROM AUTHOR]

Lack of relevancy, administrative support, collegial support, and time are just a few of the many barriers that prevent practicing music teachers from accessing relevant professional development (PD) and taking steps to improve their practice. Quality music education PD should help teachers transform practice to improve student learning. Some characteristics of impactful PD include long-term engagement, teacher-to-teacher collaboration, and context-specific classroom implementation and documentation. In this intrinsic case study, we examined the role of a collaborative PD group designed to guide music teachers in using the reflection-on-action cycle to make improvements in their middle-level general music practice. Results from this project suggest that the reflection-on-action cycle is useful for PD projects that focus on improving classroom practice and empowering teachers with autonomy and choice. Teacher-to-teacher collaboration may also support teacher resilience during project difficulties. [ABSTRACT FROM AUTHOR]

This study aimed at exploring the experiences of female middle managers in secondary schools in Jimma town, with a specific focus on their preparation, motivation, support, training, development, perceptions, and challenges. To achieve this, a case study design was employed. Primary data were collected from female managers and educators at various levels within the schools. Purposive sampling was employed to select the participants. Data were collected from female principals, department heads, and unit leaders using interviewees. Focus group discussions were conducted with female educators. Moreover, government strategies, directives, guidelines, school plans, reports, and performance appraisals were reviewed. On top of these, physical observations of offices and work environments were conducted. The data were thematically categorized, coded, and analyzed verbatim. The findings revealed several critical issues. There was a lack of clear guidelines for competing for middle management positions and insufficient encouragement for female educators to assume management roles. Besides, there was a notable deficiency in support, structured training, and professional development opportunities for female middle managers. Challenges identified included inadequate support, student misbehavior, teacher unpunctuality and absenteeism, insufficient resources, poor working environments, difficulties in balancing work and life, and various personal, managerial, and social responsibilities. Based on these findings, it can be concluded that the managerial experiences of female middle managers in Jimma town's secondary schools were fraught with challenges, significantly impacting their effectiveness. Moreover, female middle managers did not receive adequate institutional support to fulfill their responsibilities. Therefore, it is advisable that Jimma town education office, in collaboration with secondary schools and concerned bodies, to focus on preparing, assigning, training, developing, and supporting female middle managers and educators to enable them to effectively carry out their managerial roles in secondary schools.

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. [ABSTRACT FROM AUTHOR]

The objective of the study is to determine the degree of extent of the phenomenon of psychological exhaustion among teachers of physical education and sports at the secondary and middle levels of education. For this study, the researchers relied on the descriptive approach for it fits the subject of the study. The sample consisted of (60) teachers, including (40) of the average level of education chosen at random. The researchers opted for the burnout scale introduced by Seidman and Zager 1994 and translated into Arabic by Adel Abdullah (1994). After statistical treatment, the results showed that teachers of physical education and sports are characterized by moderate degrees of psychological exhaustion. The study also revealed statistically significant differences in favor of middle school teachers. [ABSTRACT FROM AUTHOR]

Culturally responsive pedagogy encourages teachers to connect the curriculum to students' cultural identities and foster their development of critical consciousness . However, there is limited empirical research into the culturally responsive practices of instrumental music educators in the United States, and the conventional repertoire of United States band and orchestra programs may hamper music teachers' efforts in this arena . In this study, we sought to understand how and in what ways middle level (5th--8th grade) instrumental music teachers have attempted to connect their band and orchestra programs to the musics of the local community . Using emergent qualitative content analysis of an openended survey question, we examined the responses of 727 music teachers from across the United States who taught band and/or orchestra during 2020--2021 . We found that over half of the respondents were attempting to connect their programs to the local community, but that many of their efforts were not fully aligned with the tenets of culturally responsive pedagogy and were limited by numerous barriers . From these results, we suggest areas of improvement within the field of music education, particularly concerning repertoire access and preservice and inservice professional development [ABSTRACT FROM AUTHOR]

In seeking out a means of encouraging eighth-grade readers in their literacy and communication development, a university professor and middle grades educator collaborated in an action research study focused on expanding connection and collaboration amongst and between students. Through a theoretical lens grounded in social constructivism, this action research study describes the experiences of four middle level learners as they engaged in an asynchronous virtual literature discussion with peers and pre-service teachers. Students shared their opinions and experiences of engaging in a weekly asynchronous video-based conversation centered around a teacher-selected middle grades novel. Students revealed the ways in which the asynchronous literature discussions encouraged them as vocal leaders, furthered their sense of community, enhanced their literacy skills and spoke to their individual reader identities. Their shared experiences offer a glimpse into the role of asynchronous virtual collaborations and the perceived impact of such collaborations from the perspective of middle level readers. [ABSTRACT FROM AUTHOR]

The study was executed to develop and validate a Likert-type anxiety scale that measures students’ anxiety in mathematics at the middle level. This mathematics anxiety scale is named as Afshan Mathematics Anxiety Scale (AfMAS). 24 items scale was piloted on 280 female grade VII students of public sector schools. The factors of the Afshan Mathematics Anxiety Scale were identified by exploratory factor analysis. Four factors were identified after factor loading analysis. These four factors were mathematics lesson anxiety (4 items); mathematics performance anxiety (7 items), mathematics assessment strategies anxiety (5 items); mathematics test anxiety (8 items). The overall Cronbach's alpha value was 0.89, with alpha values ranging from 0.81 to 0.89 for each subscale. Composite reliability for all subscales was assessed. Content, convergent, and discriminant validity were also assessed. The Afshan Mathematics Anxiety Scale was found to be both valid and reliable. With the help of AfMAS mathematics anxiety in middle-level students can be assessed. [ABSTRACT FROM AUTHOR]

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the greatest conceptual difficulties faced by middle level mathematics students is developing a rich understanding of irrational numbers that includes recognizing that irrational numbers are truly real numbers with an exact value and an exact place on the number line. Developing a deep conceptual understanding of irrational numbers is essential for extending students' mathematical knowledge of number sets from the set of rational numbers to the set of all real numbers. In this article, we identify some pedagogical missteps that lead to misunderstandings and then explore pedagogically sound methods for combating student misconceptions. Here, we introduce, by means of two hands-on activities, the use of multiple representations for helping middle level students develop a more robust, less fragile understanding of irrational numbers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the study was to see the effect of quizzes on anxiety and performance in mathematics at middle-level students. Seventy-two participants from a public sector high school were chosen carefully. In experimental designs, the Pretest Posttest Non-equivalent Control Group Design was selected for the study. The instruments for measuring anxiety and mathematics performance were developed by the researcher. A pilot study on another group of the student was conducted. Validity of the instruments were ensured by experts' opinion. Table of Specification was constructed. Factor analysis was applied to find out that the statements in the instrument were clear and not misleading. Collected data were analyzed by independent samples t-test. A significant effect of quizzes was found on the performance of grade VII mathematics students. The significant outcome for anxiety in mathematics was also found when the overall effect was measured. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In most middle level schools, the curriculum includes a range of elective courses, often called exploratory courses. General music is one of the many exploratory courses commonly offered in middle level schools across the United States. Educators who teach exploratory courses face numerous challenges related to enrollment, scheduling, budget, curricular content, and more. Exploratory courses are designed to enable middle level students to explore an area of interest or an unfamiliar subject, and the question of whether they are required is often a school- or district-level decision. Using an emergent, qualitative approach to content analysis, I investigated the perceptions of 1,316 middle school music teacher respondents regarding whether general music should be required for all middle grades students. While the music educator respondents were divided on this issue, their reasons revealed interesting perspectives on the purpose of music education and the functioning of middle level schools. Implications of this study include suggestions for school-level discussions about scheduling, budget, and the purposes of general music within the interdisciplinary middle level curriculum. [ABSTRACT FROM AUTHOR]

Concerns have been raised about the high stakes nature of edTPA potentially leading to reductionist, test-driven approaches to teacher preparation. This has come to fruition in practice within many teacher preparation classrooms. EdTPA can devalue anything that is not formally assessed and limit opportunities for faculty and teacher candidates to imagine new possibilities for education (Madeloni, Gorlewski, 2013). In middle level teacher preparation, we can build upon the connections found between AMLE standards (AMLE, 2012) and edTPA. This includes the goal of improving pedagogy through reflection, inquiry, and intentional design to positively impact student learning. As middle level education professors, we can define the language and focus of the edTPA assessment tool for ourselves and our teacher candidates. We can focus on relationships, responsiveness and professionally grounded decision making, instead of the rote procedures of didactic teaching, or the technical steps of “doing” the edTPA. Strategies to accomplish this as related to each of the tasks within edTPA are discussed in this article.

Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, and Everett, 2017). Extensive literature indicates that MTSS programs can be effective in helping teachers address academic and behavioral challenges. However, from the onset of the RtI movement and through its transition into the MTSS paradigm, many middle level schools have faced significant organizational and systemic challenges which hamstring their ability to utilize MTSS programming with fidelity. This essay proposes an alternative framework for the implementation of MTSS programming at the middle level predicated in the theoretical construct of collective teacher efficacy. After reviewing the tenets of collective efficacy, a provision for framework of MTSS implementation is offered followed by discussion of both behaviors inherent to successful implementation and hallmarks of MTSS programming sustainability.

Today's work world demands a set of competencies that are key and highly valued, among them, digital skills. Within this framework, the paper presents data about the digital skills of current students. A total of 454 students from different university degrees (engineering, economics and humanities) and from a secondary school participated in the research. They responded to a questionnaire on ICT uses and self-perceptions of their digital competencies for the performance of activities that require the use of technology. The results show different levels of mastery (high, medium and low) with respect to 18 activities consulted. In the same way, 10 of the 18 activities showed differences when groups where compared. Engineering students generally reported greater mastery. Discussion revolves around highlighting the importance of generating, from academic contexts, opportunities for the development of different digital skills. [ABSTRACT FROM AUTHOR]

In middle grades teacher education, the literature regarding issues of diversity, equity, and social justice practices is exceptionally sparse. In keeping with recent arguments about the state of middle grades education, we contend that middle grades teacher education programs, including ours, are not where they need to be in preparing teachers to meet the needs of every young adolescent learner. In this paper, we explore our ongoing adventures reconceptualizing a middle grades teacher education program at a comprehensive, research-intensive public university in the southeast. We describe how our commitment to critical pedagogies, one of the signature commitments of our middle grades program, appeared within our teacher candidates’ first course in the program. More specifically, the course we highlight introduces justice-oriented ways of knowing and being that we continue to reinforce throughout the two-year initial certification program. We conclude the article by describing our plans to strengthen the program’s focus on the role of middle grades educators as change agents prepared and willing to push back against oppressive systems and practices to support social justice and equity for every young adolescent in their homes, schools, and communities. [ABSTRACT FROM AUTHOR]

The university’s teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers from student identity to teacher identity. Preservice teachers spend several semesters working under the guidance of practicing middle-level teachers before assuming control of their own classrooms, mitigating potential reality shock and improving middle-level teacher retention. This program has led to higher than average 5-year retention rates for middle-level teachers. Recommendations for other teacher preparation programs are included. [ABSTRACT FROM PUBLISHER]