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In April 2020, middle level education lost one of its most ardent
and influential advocates with the passing of Dr. John H.
Lounsbury. His career of more than 70 years focused on providing
young adolescents with a developmentally appropriate educational
program. He is recognized as one of the founders of the modern
middle school movement and a founding member of the National Middle
School Association, now the Association for Middle Level Education.
Through his efforts as an educator, writer, editor, and researcher,
John served as a mentor and inspiration to many. John's writings
and mentorship continue to influence generations of middle level
teachers, colleagues, researchers, and advocates. His legend lives
on as we continue his work to improve the lives and educational
experiences of young adolescents. This tribute volume is a
collection of stories, anecdotes, vignettes, and defining moments
that the contributors want to share about Dr. John Lounsbury.
In April 2020, middle level education lost one of its most ardent
and influential advocates with the passing of Dr. John H.
Lounsbury. His career of more than 70 years focused on providing
young adolescents with a developmentally appropriate educational
program. He is recognized as one of the founders of the modern
middle school movement and a founding member of the National Middle
School Association, now the Association for Middle Level Education.
Through his efforts as an educator, writer, editor, and researcher,
John served as a mentor and inspiration to many. John's writings
and mentorship continue to influence generations of middle level
teachers, colleagues, researchers, and advocates. His legend lives
on as we continue his work to improve the lives and educational
experiences of young adolescents. This tribute volume is a
collection of stories, anecdotes, vignettes, and defining moments
that the contributors want to share about Dr. John Lounsbury.
In 2015-16, the Middle Level Education Research Special Interest
Group (MLER SIG), an affiliate of the American Educational Research
Association, undertook a collaborative project-the development of a
new middle grades education research agenda. The purpose of the
MLER SIG Research Agenda (Mertens et al., 2016) was to develop a
set of questions that would guide the direction of middle grades
education research. Ideally, this Research Agenda would serve to
prompt discourse and generate research projects that could
contribute to the middle grades knowledge base. Members of the MLER
SIG identified eight research areas: (a) young adolescent
development, (b) cultural responsiveness, (c) special populations,
(d) educator development, (e) curriculum, (f) social and emotional
learning, (g) digital technologies, and (h) school structures. This
volume contains the extensive literature reviews and subsequent
research questions for each of the research topics.
Imagine a place where passion for learning, authentic connection
with colleagues and community, and strengths-based middle grades
education thrive. Imagine places of learning and inspiration for
teachers, administrators, teacher educators, and teacher
candidates. Imagine a Place: Stories From Middle Grades Educators,
a new anthology of teacherwritten narratives, focuses on educators'
stories that have the power to offer hope, ignite creativity, and
provide practical ideas for middle grades teachers. Imagine a Place
is filled with stories of joy, stories of relationships, and
stories of finding the treasure in challenging situations that
provide powerful insight into the world of teaching young
adolescent learners. Along with teacher narratives, the editors of
this book provide questions and exercises for thoughtful
reflections on the themes and issues raised in each story as well
as guidance for the reader to write his or her own account of their
middle grades teaching experiences. We invite you to join these
teachers in their classrooms as they reflect on their experiences
with young adolescents in the place we call school.
Imagine a place where passion for learning, authentic connection
with colleagues and community, and strengths-based middle grades
education thrive. Imagine places of learning and inspiration for
teachers, administrators, teacher educators, and teacher
candidates. Imagine a Place: Stories From Middle Grades Educators,
a new anthology of teacherwritten narratives, focuses on educators'
stories that have the power to offer hope, ignite creativity, and
provide practical ideas for middle grades teachers. Imagine a Place
is filled with stories of joy, stories of relationships, and
stories of finding the treasure in challenging situations that
provide powerful insight into the world of teaching young
adolescent learners. Along with teacher narratives, the editors of
this book provide questions and exercises for thoughtful
reflections on the themes and issues raised in each story as well
as guidance for the reader to write his or her own account of their
middle grades teaching experiences. We invite you to join these
teachers in their classrooms as they reflect on their experiences
with young adolescents in the place we call school.
In 2015-16, the Middle Level Education Research Special Interest
Group (MLER SIG), an affiliate of the American Educational Research
Association, undertook a collaborative project-the development of a
new middle grades education research agenda. The purpose of the
MLER SIG Research Agenda (Mertens et al., 2016) was to develop a
set of questions that would guide the direction of middle grades
education research. Ideally, this Research Agenda would serve to
prompt discourse and generate research projects that could
contribute to the middle grades knowledge base. Members of the MLER
SIG identified eight research areas: (a) young adolescent
development, (b) cultural responsiveness, (c) special populations,
(d) educator development, (e) curriculum, (f) social and emotional
learning, (g) digital technologies, and (h) school structures. This
volume contains the extensive literature reviews and subsequent
research questions for each of the research topics.
The second edition of The Encyclopedia of Middle Grades Education
has been revised, updated, and expanded since its original
publication in 2005. The Encyclopedia is a comprehensive overview
of the field; it contains alphabetically organized entries that
address important concepts, ideas, terms, people, organizations,
publications, and research studies specifically related to middle
grades education. This edition contains over 210 entries from
nearly 160 expert contributors, this is a 25% increase in the
number of entries over the first edition. The Encyclopedia is aimed
at a general audience including undergraduate students in
middle?level teacher preparation programs, graduate students,
higher education faculty, and practitioners andadministrators. The
comprehensive list of entries are comprised of both short entries
(500 words) and longer entries (2000 words). A significant number
of entries appearing in the first edition have been revised and
updated. Citations and references are provided for each entry.
The second edition of The Encyclopedia of Middle Grades Education
has been revised, updated, and expanded since its original
publication in 2005. The Encyclopedia is a comprehensive overview
of the field; it contains alphabetically organized entries that
address important concepts, ideas, terms, people, organizations,
publications, and research studies specifically related to middle
grades education. This edition contains over 210 entries from
nearly 160 expert contributors, this is a 25% increase in the
number of entries over the first edition. The Encyclopedia is aimed
at a general audience including undergraduate students in
middle?level teacher preparation programs, graduate students,
higher education faculty, and practitioners andadministrators. The
comprehensive list of entries are comprised of both short entries
(500 words) and longer entries (2000 words). A significant number
of entries appearing in the first edition have been revised and
updated. Citations and references are provided for each entry.
The Young Adolescent and the Middle School, will focus on issues
related to the nature of young adolescence and the intersection of
young adolescence with middle level schooling. Examples of topics
related to young adolescence include: (a) the developmental
characteristics (i.e., physical, emotional, cognitive, social,
ethical/moral, psychological), (b) self esteem, (c) identity
formation, (d) issues related to gender, race/ethnicity, and sexual
orientation, (e) peer pressure (e.g., bullying, suicide, and
at-risk behaviors). Possible chapters that focus on the
intersection of the nature of young adolescence with middle level
schools include: (a) appropriate structures, organizational
arrangements, interventions, and practices that are developmentally
appropriate; (b) curricular, instructional, and assessment issues
as they relate to this developmental period; (c) the
characteristics/qualities of teachers and administrators that are
essential for effectively working with young adolescents; and (d)
issues related to special education; and (e) the involvement of
family in middle level schooling. Of particular interest to the
editor are manuscripts that present the perspectives of students on
various issues related to young adolescence and schooling. Please
check with the editor if you have any questions regarding the
appropriateness of a topic.
The Young Adolescent and the Middle School, will focus on issues
related to the nature of young adolescence and the intersection of
young adolescence with middle level schooling. Examples of topics
related to young adolescence include: (a) the developmental
characteristics (i.e., physical, emotional, cognitive, social,
ethical/moral, psychological), (b) self esteem, (c) identity
formation, (d) issues related to gender, race/ethnicity, and sexual
orientation, (e) peer pressure (e.g., bullying, suicide, and
at-risk behaviors). Possible chapters that focus on the
intersection of the nature of young adolescence with middle level
schools include: (a) appropriate structures, organizational
arrangements, interventions, and practices that are developmentally
appropriate; (b) curricular, instructional, and assessment issues
as they relate to this developmental period; (c) the
characteristics/qualities of teachers and administrators that are
essential for effectively working with young adolescents; and (d)
issues related to special education; and (e) the involvement of
family in middle level schooling. Of particular interest to the
editor are manuscripts that present the perspectives of students on
various issues related to young adolescence and schooling. Please
check with the editor if you have any questions regarding the
appropriateness of a topic.
Volume V of ""The Handbook of Research in Middle Level Education""
highlights action research in middle grades education. As a method
of inquiry, action research compels educators to take action and
think reflectively about those actions in order to effect positive
educational change (Mills, 2000). Teachers, administrators,
university professors, and other professionals conduct action
research in different ways to examine classroom practices and
school issues. Educational action researchers initiate their
inquiries in various contexts: alone, in small peer teams, or
larger faculty groups (Zeichner, 2001). Using individual and
collaborative approaches, educators gain insights into teaching and
learning processes. As evidenced throughout this volume, action
research in the middle grades occurs in a variety of
configurations. This volume examines the dynamic ways that
preservice and inservice teachers, school administrators,
university faculty, and educational consortia use action research.
Volume V of ""The Handbook of Research in Middle Level Education""
highlights action research in middle grades education. As a method
of inquiry, action research compels educators to take action and
think reflectively about those actions in order to effect positive
educational change (Mills, 2000). Teachers, administrators,
university professors, and other professionals conduct action
research in different ways to examine classroom practices and
school issues. Educational action researchers initiate their
inquiries in various contexts: alone, in small peer teams, or
larger faculty groups (Zeichner, 2001). Using individual and
collaborative approaches, educators gain insights into teaching and
learning processes. As evidenced throughout this volume, action
research in the middle grades occurs in a variety of
configurations. This volume examines the dynamic ways that
preservice and inservice teachers, school administrators,
university faculty, and educational consortia use action research.
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