Middle School Journal最新文献_第4页

Racial justice and the middle grades 种族公正和中学成绩

Middle School Journal Pub Date : 2023-08-08 DOI: 10.1080/00940771.2023.2232288

Jaminque L. Adams, H. Hughes

引用次数: 0

Teacher preparation through introducing Hateful Things: Using Jim Crow memorabilia to address issues of social justice 教师准备通过介绍可恨的事情:用吉姆·克劳的纪念品来解决社会正义问题

Middle School Journal Pub Date : 2023-08-08 DOI: 10.1080/00940771.2023.2232266

Joseph E. Flynn, Elizabeth A. Kahn, Donna E. Werderich

引用次数: 1

A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback? 对黑人和拉丁裔青年不公平反馈经验的文献回顾:中学教育者如何提供动机支持反馈?

Middle School Journal Pub Date : 2023-08-08 DOI: 10.1080/00940771.2023.2232264

Korinthia D. Nicolai, Alison C. Koenka, Destini Braxton

{"title":"A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback?","authors":"Korinthia D. Nicolai, Alison C. Koenka, Destini Braxton","doi":"10.1080/00940771.2023.2232264","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232264","url":null,"abstract":"Abstract Policies and practices in middle school continue to perpetuate inequities faced by students from historically marginalized groups. In the current article, we present a literature review that focuses on feedback as one avenue by which inequities are exacerbated, specifically for Black and Latiné middle school students. Furthermore, we describe Black and Latiné students’ inequitable feedback experiences and the concerning motivational consequences. Specifically, Black and Latiné students experience (a) less encouragement compared to their white counterparts, (b) a positive feedback bias, and (c) more negative feedback. Lastly, we go beyond describing the motivationally-unsupportive feedback and provide recommendations for educators to provide motivationally-supportive, equitable feedback to all students – especially Black and Latiné students. In particular, we discuss specific strategies for (1) reducing one’s biases (i.e. developing a critical racial and cultural consciousness; checking viewpoints) and (2) providing motivationally-supportive feedback (e.g. be specific; provide steps for improvement).","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"14 - 24"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045023","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}

引用次数: 0

Addressing Schools to Watch® domains of developmental responsiveness and social equity in middle grades through Special Olympics Unified Champion Schools 通过特奥会联合冠军学校，让学校关注®中学发展反应能力和社会公平领域

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2185440

Holly E Jacobs, B. Edwards, Shirley A. Wright, Anmol Gupta

{"title":"Addressing Schools to Watch® domains of developmental responsiveness and social equity in middle grades through Special Olympics Unified Champion Schools","authors":"Holly E Jacobs, B. Edwards, Shirley A. Wright, Anmol Gupta","doi":"10.1080/00940771.2023.2185440","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185440","url":null,"abstract":"Abstract Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact—they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of the social fabric of the school, and middle schools are challenged to create a positive school experience for all students. This article focuses on how Special Olympics Unified Champion Schools (UCS) can advance developmental responsiveness and social equity in the middle grades through schoolwide social inclusion of students with ID. Data from a multi-year national evaluation provides evidence that UCS can support middle schools to create a positive school experience for all students that aligns with Association for Middle Level Education’s essential attributes of education for young adolescents (i.e., responsive, challenging, empowering, equitable, engaging), addresses the developmental and social needs and interests of young adolescents, and meets benchmarks for high-performing schools set forth by the National Forum to Accelerate Middle-Grades Reform’s Schools to Watch (STW) Program®. STW Program criteria establish a framework for schools to commit to an environment that prioritizes what is best for the developing adolescent, including adolescents with ID.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"29 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955602","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}

引用次数: 0

Innovation Nation: Teaching middle school students to be design thinkers 创新国度:培养中学生成为设计思考者

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2185436

Allison G. Butler, Heather P. Lacey, M. Roberto, Deborah Hanney, Nina Luiggi

{"title":"Innovation Nation: Teaching middle school students to be design thinkers","authors":"Allison G. Butler, Heather P. Lacey, M. Roberto, Deborah Hanney, Nina Luiggi","doi":"10.1080/00940771.2023.2185436","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185436","url":null,"abstract":"Abstract Our purpose was to provide a model for a middle school design thinking program supported by a university-school partnership and to investigate potential benefits of teaching middle school students to be design thinkers. Sixth, seventh, and eighth grade girls (N = 80) participated in the Innovation Nation program. Over three days, students engaged in workshops and collaborated in teams to learn the five phases of design thinking (empathize, define, ideate, prototype, and test) and applied the methodology to an authentic human-centered innovation challenge. Student teams showcased prototypes of their solutions at a final exhibition attended by parents and the school community. Results showed that participants dramatically increased their understanding of design thinking and its steps as a result of the Innovation Nation experience. Notably, there were also important gains beyond design thinking knowledge, including increases in self-efficacy for creativity, design, and problem-solving, and better attitudes about group work. There was also evidence that skills learned in Innovation Nation transferred, as students showed an increased tendency to seek critical feedback and revise work based on feedback in a novel design task following the program. We hope to encourage middle school educators to bring design thinking into the curriculum, as students who learn design thinking also develop important habits of mind and 21st century skills. This We Believe Characteristics","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"17 - 28"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490144","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}

引用次数: 0

Culturally sustaining practices for middle level teacher educators 中等水平教师教育的文化维持实践

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2185437

Chandra C. Díaz

引用次数: 1

Critical race theory, books, and ChatGPT: Moving from a ban culture in education to a culture of restoration 批判种族理论，书籍和聊天:从教育中的禁令文化到恢复文化

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2189862

Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar

引用次数: 3

Violence in our community: Middle level students’ voices on Walmart shootings in El Paso, Texas 我们社区的暴力:中级学生对德克萨斯州埃尔帕索沃尔玛枪击事件的声音

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2185442

R. Tinajero, Anjanette Todd, J. Tinajero, Sarah Peterson

{"title":"Violence in our community: Middle level students’ voices on Walmart shootings in El Paso, Texas","authors":"R. Tinajero, Anjanette Todd, J. Tinajero, Sarah Peterson","doi":"10.1080/00940771.2023.2185442","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185442","url":null,"abstract":"Abstract On August 3rd, 2019, a racially-charged mass shooting occurred at Walmart in El Paso, TX that killed 23 people and injured another 23. Following the Walmart shooting, students in this borderland region wrote essays related to their experiences. We used the themes we identified to inform implications for teaching writing and composition for middle school level instruction. Student themes reflected affective, behavioral and cognitive reactions to violence. Students’ proposed actions to address violence included themes at the national/global level and personal level. Essential attributes from This We Believe and critical expressivism provide insights for writing pedagogy which encourages students to connect their experiences with violence to their own personal thoughts, emotions, and solutions. Some recommended critical expressivist activities educators can include in their work with students are: low-stakes writing focused on experiences with violence, specific readings connected to experiences of violence, journaling about encounters with violence, poetry, and the creation of a research paper on the effects of violence.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"6 - 16"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59059894","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}

引用次数: 0

“The pain I harbor inside” “我内心的痛苦”

Middle School Journal Pub Date : 2023-04-10 DOI: 10.1080/00940771.2023.2189809

None Chloe

引用次数: 0

Social anxiety gets under my skin 社交焦虑笼罩着我

Middle School Journal Pub Date : 2023-02-14 DOI: 10.1080/00940771.2022.2162776

Batista R. Garza

引用次数: 0