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Originally published as a special issue of the Middle School
Journal, this book presents integrative curriculum as a
foundational element of the middle school. By addressing the
current gap in literature on curriculum integration in the middle
grades, this text explores how learning can be organized around
authentic concepts or questions which cut across disciplines and
speak to young adolescents. Providing a current, nuanced, and
comprehensive review of what it means to embrace and implement an
interdisciplinary and integrative curriculum, the volume considers
how educators can create and deliver a high-quality integrative
curriculum which is enjoyable, challenging, and inclusive. Examples
of implementation in teacher preparation programs and middle grade
classrooms showcase integrative approaches and illustrate how
curricula have been key in tackling social inequities, increasing
engagement with STEM, and supporting collaboration. This text will
be of great interest to graduate and postgraduate students,
researchers, academics and libraries in the field of Middle School
Education, Curriculum Studies, Teacher Education, Theories of
Learning, and STEM Education.
Originally published as a special issue of the Middle School
Journal, this book presents integrative curriculum as a
foundational element of the middle school. By addressing the
current gap in literature on curriculum integration in the middle
grades, this text explores how learning can be organized around
authentic concepts or questions which cut across disciplines and
speak to young adolescents. Providing a current, nuanced, and
comprehensive review of what it means to embrace and implement an
interdisciplinary and integrative curriculum, the volume considers
how educators can create and deliver a high-quality integrative
curriculum which is enjoyable, challenging, and inclusive. Examples
of implementation in teacher preparation programs and middle grade
classrooms showcase integrative approaches and illustrate how
curricula have been key in tackling social inequities, increasing
engagement with STEM, and supporting collaboration. This text will
be of great interest to graduate and postgraduate students,
researchers, academics and libraries in the field of Middle School
Education, Curriculum Studies, Teacher Education, Theories of
Learning, and STEM Education.
While developmental responsiveness is a deservingly key emphasis of
middle grades education, this emphasis has often been to the
detriment of focusing on the cultural needs of young adolescents.
This Handbook volume explores research relating to equity and
culturally responsive practices when working with young
adolescents. Middle school philosophy largely centers on young
adolescents as a collective group. This lack of focus has great
implications for young adolescents of marginalized identities
including but not limited to those with culturally and
linguistically diverse backgrounds, LGBTQ youth, and those living
in poverty. If middle level educators claim to advocate for young
adolescents, we need to mainstream conversations about supporting
all young adolescents of marginalized identities. It empowers
researchers, educators, and even young adolescents to critically
examine and understand the intersectionality of identities that
historically influenced (and continue to affect) young adolescents
and why educators might perceive marginalized youth in certain
ways. It is for these reasons that researchers, teachers, and other
key constituents involved in the education of young adolescents
must devote themselves to the critical examination and
understanding of the historical and current socio-cultural factors
affecting all young adolescents. The chapters in this volume serve
as a means to open an intentional and explicit space for providing
a critical lens on early adolescence-a lens that understands that
both developmental and cultural needs of young adolescents need to
be emphasized to create a learning environment that supports every
young adolescent learner.
While developmental responsiveness is a deservingly key emphasis of
middle grades education, this emphasis has often been to the
detriment of focusing on the cultural needs of young adolescents.
This Handbook volume explores research relating to equity and
culturally responsive practices when working with young
adolescents. Middle school philosophy largely centers on young
adolescents as a collective group. This lack of focus has great
implications for young adolescents of marginalized identities
including but not limited to those with culturally and
linguistically diverse backgrounds, LGBTQ youth, and those living
in poverty. If middle level educators claim to advocate for young
adolescents, we need to mainstream conversations about supporting
all young adolescents of marginalized identities. It empowers
researchers, educators, and even young adolescents to critically
examine and understand the intersectionality of identities that
historically influenced (and continue to affect) young adolescents
and why educators might perceive marginalized youth in certain
ways. It is for these reasons that researchers, teachers, and other
key constituents involved in the education of young adolescents
must devote themselves to the critical examination and
understanding of the historical and current socio-cultural factors
affecting all young adolescents. The chapters in this volume serve
as a means to open an intentional and explicit space for providing
a critical lens on early adolescence-a lens that understands that
both developmental and cultural needs of young adolescents need to
be emphasized to create a learning environment that supports every
young adolescent learner.
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