This insightful book presents and discusses the dialogues and that took place in the New Directions in Middle Level Education Research session at the 2022 Association for Middle Level Education (AMLE) conference.
This insightful book presents and discusses the dialogues and that took place in the New Directions in Middle Level Education Research session at the 2022 Association for Middle Level Education (AMLE) conference.
David C. Virtue is the Taft B. Botner Distinguished Professor of Middle Grades Education at Western Carolina University in the U.S.A.
Inhaltsangabe
'1. Introduction: Rethinking Responsiveness in Middle Level Education Research. Part I. Teaching Young Adolescents through the Pandemic. 2. Middle Grades Teacher Practices after the COVID-19 Pandemic: Looking Backward and Looking Forward. 3. Middle Grades Teacher Practices during the COVID-19 Pandemic. 4. Learning from the COVID-19 Pandemic: Reimagining Organizational Structures that Support Middle Grades Teacher Practices. Part II. Responsive, Relational Middle Level Leadership. 5. Responsive and Relational Leadership: Recommendations for Middle Level School Leaders. 6. An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model. 7. The Importance of Instructional Leadership in the Middle Grades: A Principal's Perspective. Part III. Personalizing Learning for Young Adolescents. 8. Critical Reflections on Genius Hour as Personalized Learning at the Middle Level. 9. Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour. 10. Negotiating Possibilities for Personalizing Instruction in the Middle Grades: A Response to Recent Research on the Implementation of Genius Hour. Part IV. Young Adolescents and Civic Action. 11. Revisiting Young Adolescents' Perceived Barriers to Civic Action. 12. "Who Cares?" Young Adolescents' Perceived Barriers to Civic Action. 13. Incorporating Mobilizing Strategy and Associationalism into the Civics Curriculum. Part V. Conclusion. 14. Middle Level Teacher Preparation Programming and Practice: Mission Possible, or Mission Impossible?. 15. Exploring New Directions in Middle Level Education Research: Research to Practice.
'1. Introduction: Rethinking Responsiveness in Middle Level Education Research. Part I. Teaching Young Adolescents through the Pandemic. 2. Middle Grades Teacher Practices after the COVID-19 Pandemic: Looking Backward and Looking Forward. 3. Middle Grades Teacher Practices during the COVID-19 Pandemic. 4. Learning from the COVID-19 Pandemic: Reimagining Organizational Structures that Support Middle Grades Teacher Practices. Part II. Responsive, Relational Middle Level Leadership. 5. Responsive and Relational Leadership: Recommendations for Middle Level School Leaders. 6. An Analysis of Responsive Middle Level School Leadership Practices: Revisiting the Developmentally Responsive Middle Level Leadership Model. 7. The Importance of Instructional Leadership in the Middle Grades: A Principal's Perspective. Part III. Personalizing Learning for Young Adolescents. 8. Critical Reflections on Genius Hour as Personalized Learning at the Middle Level. 9. Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour. 10. Negotiating Possibilities for Personalizing Instruction in the Middle Grades: A Response to Recent Research on the Implementation of Genius Hour. Part IV. Young Adolescents and Civic Action. 11. Revisiting Young Adolescents' Perceived Barriers to Civic Action. 12. "Who Cares?" Young Adolescents' Perceived Barriers to Civic Action. 13. Incorporating Mobilizing Strategy and Associationalism into the Civics Curriculum. Part V. Conclusion. 14. Middle Level Teacher Preparation Programming and Practice: Mission Possible, or Mission Impossible?. 15. Exploring New Directions in Middle Level Education Research: Research to Practice.
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