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Middle school parent involvement: Perceptions of teachers and parents 中学家长参与：教师和家长的认知
Middle School Journal Pub Date : 2021-08-08 DOI: 10.1080/00940771.2021.1948299
Jessica VanValkenburgh, Jennifer Putnam, Mitch Porter
{"title":"Middle school parent involvement: Perceptions of teachers and parents","authors":"Jessica VanValkenburgh, Jennifer Putnam, Mitch Porter","doi":"10.1080/00940771.2021.1948299","DOIUrl":"https://doi.org/10.1080/00940771.2021.1948299","url":null,"abstract":"Abstract This article aims to explore the parent involvement perceptions of teachers and parents of middle school students. The study is grounded in Epstein et al.’s theory of overlapping spheres of influence and six typologies of parent involvement. Qualitative data were collected through short-response surveys at three different middle school sites to determine both teacher and parent perceptions of parent involvement. Findings show that parents and teachers have similar opinions regarding some typologies of parent involvement and differing opinions with others. Parent and teacher perceptions of parent involvement align when asked about communication, volunteering, and parenting. Parent and teacher perceptions of parent involvement are different when asked about their opinions regarding the learning at home, decision-making, and collaboration with community typologies. Recommendations for practice are reported.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"33 - 42"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45775972","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: 1
“So she might know her beauty”: Creating safe spaces for Black girls in the middle grades “让她知道自己的美丽”:为中学黑人女孩创造安全空间
Middle School Journal Pub Date : 2021-08-08 DOI: 10.1080/00940771.2021.1948293
Tia C. Dolet, Spencer Salas
{"title":"“So she might know her beauty”: Creating safe spaces for Black girls in the middle grades","authors":"Tia C. Dolet, Spencer Salas","doi":"10.1080/00940771.2021.1948293","DOIUrl":"https://doi.org/10.1080/00940771.2021.1948293","url":null,"abstract":"Abstract Leveraging the momentum of the #MeToo and #BlackLivesMatter movements as a call for change, this piece focuses on how middle grades communities can better support and protect their Black female students. Coming together as middle grades teacher leaders, we took up The Bluest Eye as the starting point for a discussion of these issues. Grounded in interdisciplinary scholarship and practice, this piece shares anecdotes from our staff book club session to create a working outline for how middle grades might begin to build safer environments for the Black girls in our classrooms and communities.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"4 - 12"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671110","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: 3
Scaffolding adolescents’ critical thinking and disciplinary literacy skills in an in-person and virtual humanities class 脚手架青少年的批判性思维和学科素养技能在一个面对面和虚拟人文类
Middle School Journal Pub Date : 2021-08-08 DOI: 10.1080/00940771.2021.1948300
Pamela Brunskill, John Z. Strong
{"title":"Scaffolding adolescents’ critical thinking and disciplinary literacy skills in an in-person and virtual humanities class","authors":"Pamela Brunskill, John Z. Strong","doi":"10.1080/00940771.2021.1948300","DOIUrl":"https://doi.org/10.1080/00940771.2021.1948300","url":null,"abstract":"Abstract Critical thinking is one of the most highly sought skills in education, yet questions remain about instilling students with this elusive set of skills and dispositions. Is it generalizable or discipline-specific? How should it be taught? This article describes an approach by two middle school teachers who developed and taught an in-person and virtual humanities curriculum. They utilized an instructional routine involving discussion and writing to help students comprehend and think critically about challenging, disciplinary texts. Opportunities for discussion and writing before, during, and after reading allowed for scaffolded, deeper understandings of the texts.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"13 - 22"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45750212","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: 1
But is it really about critical race theory?: The attack on teaching about systemic racism and why we must care 但这真的是关于批判种族理论吗?对系统性种族主义教学的攻击以及我们必须关注的原因
Middle School Journal Pub Date : 2021-08-08 DOI: 10.1080/00940771.2021.1953840
Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar
{"title":"But is it really about critical race theory?: The attack on teaching about systemic racism and why we must care","authors":"Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar","doi":"10.1080/00940771.2021.1953840","DOIUrl":"https://doi.org/10.1080/00940771.2021.1953840","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44438659","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: 8
Learned helplessness in public middle schools: The effects of an intervention program based on motivational strategies 公立中学习得性无助:基于动机策略的干预计划的效果
Middle School Journal Pub Date : 2021-08-08 DOI: 10.1080/00940771.2021.1948297
Farshad Ghasemi, M. Karimi
{"title":"Learned helplessness in public middle schools: The effects of an intervention program based on motivational strategies","authors":"Farshad Ghasemi, M. Karimi","doi":"10.1080/00940771.2021.1948297","DOIUrl":"https://doi.org/10.1080/00940771.2021.1948297","url":null,"abstract":"Abstract In all educational settings, teachers are likely to encounter learners with different emotional and cognitive characteristics, particularly learners who are demotivated or disengaged and as a result misbehave in the classroom. Learned helplessness (LH) is associated with such emotional and motivational deficits in academic performance. This study investigated the feelings of LH experienced by secondary students in the public middle schools of Iran. To this end, we administered the Learned Helplessness Scale (LHS) and the Student Behavior Checklist (SBC) to 154 students in a public middle school in Tehran. We identified 58 students (aged 13–15 years) with school-related LH and randomly assigned them to the control and experimental groups. These students participated in a motivational intervention program based on Dörnyei’s motivational strategies (MSs) with social reinforcement integrated into the English language classroom to improve their academic performance and alleviate feelings of helplessness. The results revealed positive effects of the program on the participants’ academic achievement and experienced LH. The delayed posttests also showed acceptable durability effects of the program six months after the intervention. It was found that the teacher and his practices in the classroom could be an effective means of alleviating LH in public schools. Further implications are discussed.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"23 - 32"},"PeriodicalIF":0.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903939","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: 5
Mindsets matter for equitable discipline: Aligning beliefs to practice among middle grade educators 心态对公平纪律很重要：中学教育工作者的信念与实践相一致
Middle School Journal Pub Date : 2021-05-27 DOI: 10.1080/00940771.2021.1893592
Magdalena King Lund, Autumn Hillis, Jill I. Green, Emily L. Mofield
{"title":"Mindsets matter for equitable discipline: Aligning beliefs to practice among middle grade educators","authors":"Magdalena King Lund, Autumn Hillis, Jill I. Green, Emily L. Mofield","doi":"10.1080/00940771.2021.1893592","DOIUrl":"https://doi.org/10.1080/00940771.2021.1893592","url":null,"abstract":"Abstract Restorative Justice Practices (RJP) offer a positive approach to discipline while also providing middle school students opportunities to develop social-emotional skills (conflict resolution and self-management). RJP contrasts sharply with traditional, punitive, zero-tolerance discipline models which perpetuate systemic inequity in schools, especially for students of color. When considering the impact of RJP on young adolescents, teachers’ underlying beliefs about student discipline warrant examination. Because beliefs ultimately lead to practice, identifying teachers’ beliefs (mind-sets) about discipline practices are necessary in implementing change, particularly in responding to negative student behaviors. In the present study, we examined the discipline mind-sets among teachers of a public middle school implementing RJP in the Southeast United States. Results indicate that even with the intentional school-wide implementation of RJP, teachers’ mind-sets of these practices did not show significant change, and in some cases, aligned less with restorative justice ideology.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"15 - 24"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2021.1893592","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43888624","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: 3
Tensions in care and control in the middle school classroom: Lessons for equitable social-emotional learning 中学课堂关怀与控制中的紧张关系:公平社会情感学习的教训
Middle School Journal Pub Date : 2021-05-27 DOI: 10.1080/00940771.2021.1893591
Jeff Walls
{"title":"Tensions in care and control in the middle school classroom: Lessons for equitable social-emotional learning","authors":"Jeff Walls","doi":"10.1080/00940771.2021.1893591","DOIUrl":"https://doi.org/10.1080/00940771.2021.1893591","url":null,"abstract":"Abstract Educators’ efforts at fostering social and emotional learning are grounded in, and closely related to caring: a belief that developing social and emotional skills will help students to flourish both personally and academically. Yet, research has shown that many middle grades students do not feel cared for in school and find educators’ efforts at caring alienating and inauthentic. This is particularly true for students from traditionally marginalized groups. One reason is educators struggle to balance caring with their positional and relational power. This study examines how students perceived the efforts of staff members in two diverse middle schools as they sought to balance caring and control in their efforts to practice social and emotional education. We suggest key intersections of care and control that underpin equitable social and emotional education.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"25 - 34"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2021.1893591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45946583","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: 1
Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice 超越深呼吸：公平、文化回应和创伤知情正念练习的新愿景
Middle School Journal Pub Date : 2021-05-27 DOI: 10.1080/00940771.2021.1893593
A. Duane, A. E. Casimir, Lauren C. Mims, Cierra Kaler-Jones, Dena N. Simmons
{"title":"Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice","authors":"A. Duane, A. E. Casimir, Lauren C. Mims, Cierra Kaler-Jones, Dena N. Simmons","doi":"10.1080/00940771.2021.1893593","DOIUrl":"https://doi.org/10.1080/00940771.2021.1893593","url":null,"abstract":"Abstract As the research on mindfulness expands to include school-based interventions, middle school educators across the country have implemented mindfulness in the classroom. However, similar to other social-emotional learning approaches, when implemented in the absence of cultural context and trauma-informed care, mindfulness can be weaponized. In this paper we describe how educators can facilitate mindfulness practice in the classroom in affirming, culturally responsive and trauma-informed ways. In doing so, we propose a new vision for how mindfulness can further equity work in schools.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"4 - 14"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2021.1893593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894578","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: 15
Enhancing social awareness development through multicultural literature 通过多元文化文学促进社会意识的发展
Middle School Journal Pub Date : 2021-05-27 DOI: 10.1080/00940771.2021.1893594
R. Linder
{"title":"Enhancing social awareness development through multicultural literature","authors":"R. Linder","doi":"10.1080/00940771.2021.1893594","DOIUrl":"https://doi.org/10.1080/00940771.2021.1893594","url":null,"abstract":"Abstract This article provides a research basis and practical applications for the inclusion of multicultural literature as a component of SEL programming. Multicultural text selections not only allow young adolescents to see themselves and others through the characters, but they also provide students with the opportunity to take part in activities and discussions that can help foster their social awareness development. I also provide suggestions of picture books, graphic novels, poetry, and novels, along with a list of applicable children’s literature awards.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"52 1","pages":"35 - 43"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2021.1893594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721235","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: 4
Equity-based social emotional learning (SEL): A critical lens for moving forward 基于公平的社会情绪学习(SEL):向前发展的关键镜头
Middle School Journal Pub Date : 2021-05-27 DOI: 10.1080/00940771.2021.1893994
Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison
{"title":"Equity-based social emotional learning (SEL): A critical lens for moving forward","authors":"Ellis Hurd, Kathleen M. Brinegar, Lisa M. Harrison","doi":"10.1080/00940771.2021.1893994","DOIUrl":"https://doi.org/10.1080/00940771.2021.1893994","url":null,"abstract":"Research has shown that implementing social emotional learning (SEL) programs in preK-12 classrooms can be fruitful. A meta-analysis concluded that such programs have improved not only social and emotional skills, but also “attitudes, behavior, and academic performance” (Durlak et al., 2011, p. 405), and positive effects have since been traced into adulthood (Taylor, Oberle, Durlak, & Weissberg, 2017). Many states have adopted standards for SEL and schools are already implementing various programs to promote SEL. In fact, as I, Ellis, write this, I cannot help but think of how my own state of Illinois made groundbreaking work by adopting SEL standards. The Illinois State Board of Education rolled out the standards in a graduated method, where each standard includes five benchmark levels that detail student knowledge and performance for early elementary (grades K 3), late elementary (grades 4–5), middle school (grades 6–8), early high school (grades 9–10), and late high school (grades 11–12). Our SEL standards prioritize three goals:","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":" ","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00940771.2021.1893994","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44961576","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: 1
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