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Education Sciences
Special Issues
Moving Forward: Research to Guide Middle Level Education
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Moving Forward: Research to Guide Middle Level Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 October 2024) | Viewed by 13053

Special Issue Editors

Dr. Cheryl R. Ellerbrock

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Guest Editor
Department of Curriculum, Instruction and Learning, University of South Florida, 4202 East Fowler Ave EDU 105, Tampa, FL 33620, USA
Interests: responsive secondary school environments; responsive middle grades teacher preparation; responsive teaching practices; middle grades education; secondary teacher preparation; school transitions; responsive secondary school environments; responsive curriculum and instruction for young adolescent learners
Special Issues, Collections and Topics in MDPI journals
Dr. Kristina Falbe

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Guest Editor
School of Teaching and Learning, College of Education, Illinois State University, Normal, IL 61790, USA
Interests: practices and structures of middle schools; academic achievement; middle school philosophy; school organization
Dr. Kathleen Brinegar

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Guest Editor
Education Department, University of Vermont, Burlington, VT 05465, USA
Interests: middle level education; educational justice; culturally responsive pedagogies; teacher education
Dr. Margaret Rintamaa

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Guest Editor
Curriculum & Instruction, University of Kentucky, Lexington, KY 40506, USA
Interests: middle level education; literacy education; teacher education
Dr. Matthew Moulton

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Guest Editor
Instructional Coordinator, St. Vrain Valley Schools, Longmont, CO 80501, USA
Interests: equity and access for students in middle schools; middle school; young adolescent identities; equity issues with an emphasis on student homelessness

Special Issue Information

Dear Colleagues,

The overall focus of this Special Issue is to advance and enrich research on middle grade education. The scope of this Special Issue will include research on the pre-identified topics highlighted in the recently published research agenda of the Middle Level Education Research Special Interest Group (MLER SIG) (RMLE Online, under review). The purpose of this Special Issue is to highlight research and evidence from scholars that address one or more of the research topics highlighted in the MLER SIG’s research agenda that could advance middle grade research (i.e., certification and licensure; curriculum; leadership; pedagogies; schools, classrooms, and learning environments; teacher development; social emotional/wellbeing; identity and experiences). This Special Issue aims to contribute to the growing body of literature on middle grade research in new and novel ways. Additionally, it has the potential to foster nuanced understanding of one or more of the areas identified for future middle grade research, with select attention placed on young adolescent development and international middle grade education.

As such, we invite manuscripts from established scholars and highly encourage the submission of independent manuscripts by others as their work pertains to the research topics identified.

Dr. Cheryl R. Ellerbrock
Dr. Kristina Falbe
Dr. Kathleen Brinegar
Dr. Margaret Rintamaa
Dr. Matthew Moulton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • middle level certification and licensure
  • middle level curriculum
  • middle level leadership
  • middle level pedagogies
  • middle level schools, classrooms, and learning environment
  • middle level teacher development
  • young adolescent social emotional/wellbeing
  • young adolescent identity and experiences

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
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Further information on MDPI's Special Issue polices can be found here.

Published Papers (10 papers)

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Research

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15 pages, 247 KiB  
Article
Curriculum, Instruction, and Assessment in Middle Level Teacher Development: A Research Synthesis
by Ebony Terrell Shockley, Amanda Wall and Stacie K. Pettit
Educ. Sci. 2024, 14(11), 1168; https://doi.org/10.3390/educsci14111168 - 26 Oct 2024
Viewed by 1583
Abstract
We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the research literature (2015–2024) on the [...] Read more.
We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the research literature (2015–2024) on the curriculum, instruction, and assessment related to middle-level teacher development. This review was part of a larger exploration of middle-level teacher development. Initially, we located 63 articles through our search terms on the curriculum, instruction, and assessment in teacher development. From there, we contributed to an updated research agenda for middle-level education . Through continued analysis and discussion, we identified trends in each area and across these three areas. We review the literature, highlight trends, and offer recommendations for middle-level educators and researchers. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
16 pages, 287 KiB  
Article
Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature
by Roberta Linder and Francine Falk-Ross
Educ. Sci. 2024, 14(9), 1010; https://doi.org/10.3390/educsci14091010 - 14 Sep 2024
Viewed by 2730
Abstract
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has [...] Read more.
With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
10 pages, 225 KiB  
Article
Advancing Middle Grade Research on Critical Pedagogy: Research Synthesis
by Amy Walker, Bogum Yoon and Jennifer Pankowski
Educ. Sci. 2024, 14(9), 997; https://doi.org/10.3390/educsci14090997 - 11 Sep 2024
Viewed by 2674
Abstract
In this critical literature review, we examine how middle-level pedagogies, specifically critical pedagogies, impact students’ academic, physical, and socioemotional development. This literature review examines critical pedagogies research in middle-level education, focusing on methods that address systemic inequities and center diverse and historically marginalized [...] Read more.
In this critical literature review, we examine how middle-level pedagogies, specifically critical pedagogies, impact students’ academic, physical, and socioemotional development. This literature review examines critical pedagogies research in middle-level education, focusing on methods that address systemic inequities and center diverse and historically marginalized student populations. Examining the literature from 2013 to 2023, key findings indicate that critical pedagogies, including culturally responsive teaching practices, diverse instructional approaches, and decolonial and antiracist strategies can impact student engagement and development. When used purposefully to foster equity, these approaches disrupt institutional power dynamics, promote social justice, and support diverse student needs. However, there is a lack of research on these pedagogies when in practice for a sustained amount of time, as well as a lack of inclusion of literature with student voices. Because of this, we call for future research to include the perspectives and voices of middle-level students to better understand and refine critical pedagogical practices. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)

Review

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11 pages, 209 KiB  
Review
A Scoping Literature Review on Parent Interactions with Teachers and School Environments at the Middle Level
by Sarah E. Pennington, Judy H. Tang, Kent Divoll and Pamela Correll
Educ. Sci. 2024, 14(12), 1364; https://doi.org/10.3390/educsci14121364 - 12 Dec 2024
Abstract
This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions [...] Read more.
This scoping literature review explores parent interactions with teachers and school environments at the middle level, particularly how parents and teachers perceive middle school environments and parent–teacher relationships, the strategies that schools use to foster parent–teacher collaboration, and the impacts of these interactions on students. The research team identified 14 peer-reviewed studies from 2015 to 2024 that focused on parent interactions with teachers and school environments at the middle level, including parent and teacher perceptions of school environments and parent–teacher relationships and collaborations. The findings revealed a common disconnect between how parents and teachers view school environments, but also showed that intentional, structured communication can help to bridge these gaps. The review also highlights that research on strategies to enhance parent–teacher partnerships is limited and context-specific. Based on this review of the literature, more research is needed on how home–school relationships benefit diverse middle school communities and how collaboration can support student success, particularly during the critical middle school years. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
24 pages, 712 KiB  
Review
A Framework for Middle Level Curriculum: A Literature Review to Support the Middle Level Education Research Special Interest Group Research Agenda
by Christopher Weiler, Steven B. Mertens, James Nagle, Stacie Pettit and Amanda Wall
Educ. Sci. 2024, 14(12), 1316; https://doi.org/10.3390/educsci14121316 - 29 Nov 2024
Viewed by 451
Abstract
This research synthesis, highlighting the middle level curriculum, was created as part of a working group within the American Education Research Association (AERA) Middle level Education Research Special Interest Group (MLER SIG) to advance middle level education research. The literature review that informed [...] Read more.
This research synthesis, highlighting the middle level curriculum, was created as part of a working group within the American Education Research Association (AERA) Middle level Education Research Special Interest Group (MLER SIG) to advance middle level education research. The literature review that informed this research synthesis included middle level-focused, peer-reviewed journal articles from 2016 to the present. Synthesis of the literature and iterative analysis led to organizing a middle level curriculum framework to inform middle level researchers, which included five focused areas for inquiry: (a) the curriculum and equity of experience and opportunity; (b) stakeholder power and the curriculum (development, implementation, and accountability); (c) goals and purposes for the curriculum; (d) teacher learning, roles, and enactment related to the curriculum; and (e) young adolescent well-being and experiences with the curriculum. Twenty-six research questions were developed to support new research in middle level curriculum; each question was cross-referenced with the five categories in the middle level curriculum framework to create a robust starting point for research questions. Recommendations for middle level research include (a) the need for more longitudinal research studies focusing on varying aspects of middle level education, (b) the need for more large-scale research studies examining the same context (e.g., school) or multiple contexts (e.g., school districts) over time, and (c) the need for the MLER SIG to initiate and support research studies addressing one or more aspects of this research agenda and include large-scale data collection and potentially external funding. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
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17 pages, 266 KiB  
Review
Middle-Level Teacher Certification/Licensure: Current Status and Future Directions
by Robin Dever, Ellis Hurd, Nicole C. Miller and Nicole Whitaker
Educ. Sci. 2024, 14(12), 1303; https://doi.org/10.3390/educsci14121303 - 27 Nov 2024
Viewed by 304
Abstract
The Successful Middle School: This We Believe calls for specialized middle-level certification/licensure and teacher development. Certification/licensure has an impact on teacher preparation and, likely, the recruitment and retention of middle-level educators. In order to continue to advocate for specialized certification/licensure, research needs to [...] Read more.
The Successful Middle School: This We Believe calls for specialized middle-level certification/licensure and teacher development. Certification/licensure has an impact on teacher preparation and, likely, the recruitment and retention of middle-level educators. In order to continue to advocate for specialized certification/licensure, research needs to determine the nature of certification/licensure, the origins and impacts of their shifts, and the recruitment and retention of middle-level educators, especially related to their pathway. This literature review is part of the development of a research agenda for the American Educational Research Association’s (AERA) Middle Level Education Research (MLER) Special Interest Group (SIG). The purpose of this review is to examine the current status of the research related to middle-level certification/licensure and the research questions generated for the MLER SIG research agenda. The literature from the last 23 years was explored to conduct this combination of literature and scoping literature review. Gaps of research were identified, and some questions were unable to be answered through this type of study. From this literature review, it is clear that ongoing and additional research needs to be conducted related to middle-level certification/licensure related to the research questions we initially generated as part of the research agenda. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
22 pages, 2010 KiB  
Review
Online Pedagogies and the Middle Grades: A Scoping Review of the Literature
by Brooke Eisenbach and Bridget Coleman
Educ. Sci. 2024, 14(9), 1017; https://doi.org/10.3390/educsci14091017 - 18 Sep 2024
Viewed by 1494
Abstract
Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the [...] Read more.
Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
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Other

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16 pages, 289 KiB  
Systematic Review
Middle-Level Teacher Development and Identity: A Review of the Literature
by P. Gayle Andrews and Alyson Leigh Wright
Educ. Sci. 2024, 14(11), 1207; https://doi.org/10.3390/educsci14111207 - 2 Nov 2024
Viewed by 1025
Abstract
Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above [...] Read more.
Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher professional identity has garnered considerable attention in the research literature as a potential source of leverage in multiple dimensions of schooling, preservice teacher education and in-service teachers’ professional learning, and teachers’ professional lives. Teacher identity at the middle level is ideally grounded in a deep commitment to helping young adolescents realize their power and possibilities. While the literature on teacher identity development is well-established in some educational contexts, studies specifically examining the potentially unique developmental trajectory of teacher identity among middle-level educators remain limited. To address this gap, we conducted a review of the literature to address the question: what does the research say about middle-level teacher development and identity? Our review identified 26 relevant sources on middle-level teacher development and identity, published from 2015 through the first half of 2024, and yielded key ideas within three themes: (a) the development of teacher identity, (b) the intersectionality of teacher identity, and (c) critical consciousness, agency, and teacher identity. This review identifies both progress and gaps in the current literature, recognizes potential future directions for research on middle-level teacher identity, and offers possible implications for preservice and in-service middle-level teacher education. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
15 pages, 261 KiB  
Systematic Review
A Systematic Review of Literature on Student Voice and Agency in Middle Grade Contexts
by Mary Beth Schaefer, Sarah E. Pennington, Kent Divoll and Judy H. Tang
Educ. Sci. 2024, 14(11), 1158; https://doi.org/10.3390/educsci14111158 - 25 Oct 2024
Viewed by 837
Abstract
This systematic review analyzes the research literature on student voice and agency in the middle grades, focusing on middle-level schools, culture, and learning environments. The idea of student voice and agency was taken up as collaborative decision-making and/or student feedback on issues related [...] Read more.
This systematic review analyzes the research literature on student voice and agency in the middle grades, focusing on middle-level schools, culture, and learning environments. The idea of student voice and agency was taken up as collaborative decision-making and/or student feedback on issues related to school and pedagogy. After a comprehensive search for peer-reviewed research (2015–2024), an article review framework was developed to determine how, where, and why student voices and agency were engaged in the middle grades. Three themes characterized the research literature: (1) passive student voice and agency: researcher-driven studies to gain understanding; (2) active student voice and agency: partnering with students to improve their learning experiences; and (3) activating the inner voice and agency: helping students to reflect on their own learning. The research on student voice and agency provided information that directly and indirectly benefited students. The literature related to passive student voice and agency tended to be indirect, while active student voice and agency and activating students’ inner voice and agency tended to provide tangible and observable student benefits. While the studies were responsive to different aspects of young adolescent development and included foci on students’ social/emotional development and identity, other areas were lacking—including culturally responsive teaching, international perspectives, and sense of self/peer perceptions. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
15 pages, 248 KiB  
Systematic Review
Middle Level Teacher Development for Advocacy: A Systematic Review of the Literature
by Kristie W. Smith, P. Gayle Andrews and Jessica DeMink-Carthew
Educ. Sci. 2024, 14(10), 1086; https://doi.org/10.3390/educsci14101086 - 5 Oct 2024
Cited by 1 | Viewed by 687
Abstract
In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the [...] Read more.
In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates. We conducted a systematic review of the literature guided by the following driving question: What does the research say about middle level teacher development and advocacy? Our review yielded 38 relevant sources and key thematic ideas across four thematic categories. We anticipate this review of the literature will be of interest to and inform middle level educators and researchers around equity- and justice-oriented middle level teacher development. Full article
(This article belongs to the Special Issue Moving Forward: Research to Guide Middle Level Education)
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