Chris M. Cook

Testing vs. Teaching: The Perceived Impact of Assessment Demands on Middle Grades Instructional Practices

Abstract As a result of the pressures of educational reform and high-stakes assessment, some schools run the risk of foregoing active, student-centered learning activities for building test-taking skills and the memorization of discrete facts (Gredler, 1999; Jackson & Davis, 2000). Coupled with the additional pressure to fulfill the expectations of No Child Left Behind (NCLB), educators may feel the need to abandon the tenets of the middle school philosophy for more teacher-centered instructional approaches. Since the enactment of the Kentucky Education Reform Act (KERA) in 1990, schools and teachers have been accountable for the achievement of students and implementation of the state’s assessment standards. Using the responses of 216 educators from 17 middle schools in Northern Kentucky, this descriptive study explores middle grade teachers’ perceptions of how high-stakes testing and state accountability standards influence instructional strategies utilized in the classroom. Results indicate that though teachers acknowledge the importance of including active and student-centered strategies on a consistent basis, the state tests seem to drive the curriculum and warrant more teacher-focused instructional methods—lecture, worksheets, and whole-class discussion. In addition, recommendations are offered to improve instructional practice, enhance middle grades teacher preparation programs, and guide future research.

The Use of Common Planning Time: A Case Study of Two Kentucky Schools to Watch.

Abstract Interdisciplinary teams with common planning time have been a hallmark of the middle school organizational structure since the 1960s, yet research on the effective use of common planning time is limited. This study explores how interdisciplinary teams at schools designated Kentucky Schools to Watch use common planning time, including the factors that enhance common planning time effectiveness, the beliefs and perceptions of the teachers concerning the use of common planning time, and the topics and activities discussed during common planning time sessions. Results indicate a common vision and mission, clearly defined goals for all types of planning (interdisciplinary team planning, grade level planning, and professional learning communities), and effective building leadership are factors for enhancing the effectiveness of common planning time.

Indicators of Middle School Implementation: How Do Kentucky's Schools to Watch Measure Up?.

Abstract High-performing middle schools are a critical link in the educational continuum. In an effort to stimulate the sluggish reform efforts of middle schools, the National Forum to Accelerate Middle-Grades Reform established the Schools to Watch recognition program. Using responses of school personnel to a statewide survey, this study examined the perceived level of implementation of key tenets of the middle school concept as outlined by This We Believe: Successful Schools for Young Adolescents (National Middle School Association, 2003) in schools designated Kentucky Schools to Watch as compared to non-designated schools. Additionally, the study reviewed the academic performance of Kentucky’s middle schools on the Kentucky Core Content Test to determine whether the schools identified as Kentucky Schools to Watch experienced higher levels of student academic achievement. Results indicated a slightly higher perceived level of implementation of key tenets of the middle school concept in Kentucky’s Schools to Watch and revealed overall higher levels of academic achievement as measured by the Kentucky Core Content Test.

Mapping the Varied Terrain of Specialized Middle Level Teacher Preparation and Licensure.

Abstract For middle schools to fully achieve their goals, it is important for them to be staffed with teachers who understand the unique developmental needs of young adolescents and are specifically prepared to meet those needs. Middle school leaders have long been advocates of specialized teacher preparation and licensure; however, the current terrain of middle level teacher preparation and licensure is inconsistent and somewhat difficult to navigate. This manuscript provides a snapshot of the historical context and current status of middle level teacher preparation and licensure in the United States and calls for renewed efforts to ensure specialized preparation and licensure for all middle level teachers.

The developmentally responsive middle school: Meeting the needs of all students

Abstract While This We Believe (NMSA, 2010b) certainly advocates for a rigorous, challenging academic environment for middle grades students, it also strongly suggests the education of young adolescents includes three additional “essential attributes” (p. 14). A middle school education should be developmentally responsive, empowering, and equitable. Nagel Middle School, in Cincinnati, Ohio, has discovered a way to fully embrace what makes middle level education unique—a deep understanding of the developmental spectrum of its students; attention to professional behaviors and dispositions of its teachers; the creation of supportive organizational structures; and the development of healthy relationships among students, staff, teachers, and administration. Using the lens of the Core of Effective Middle Level Practices, this article provides a portrait of Nagel Middle School as it educates the whole, young adolescent child within the context of today’s educational climate. Though not a blueprint for others to follow, this portrait can serve as an inspiration to other middle schools who desire to reaffirm their commitment to a developmentally responsive education for their students.