John M. Downes

The Intersection between 1:1 Laptop Implementation and the Characteristics of Effective Middle Level Schools.

Abstract The number of middle level schools adopting 1:1 laptop programs has increased considerably during the past decade (e.g., Lowther, Strahl, Inan, & Bates, 2007; Storz & Hoffman, 2013; Texas Center for Educational Research, 2009). The cornerstone practices of the middle school concept (National Middle School Association, 2010), therefore, often serve as the backdrop for 1:1 implementation. The purpose of this qualitative study was to examine the intersection between 1:1 program implementation and the characteristics of effective middle schools associated with the middle school concept over a four-year period. Through ongoing participant observation, individual interviews, focus groups, and reviews of digital student work and documents, we explored the implementation of a 1:1 program by one middle school team that also espoused the middle school concept. We begin by providing perspectives on 1:1 programs and on the middle school concept from research and theoretical lenses. We then describe the qualitative methodology we employed to conduct this study. Next, we present an analysis of our findings, illustrating the opportunities, tensions, and trajectories that appeared when we examined 1:1 implementation alongside the characteristics of effective middle level schools. Finally, we explore the implications of these findings for middle level educators, school leaders, and other stakeholders as they adopt 1:1 programs in schools for young adolescents.

Collaborative action research for middle grades improvement

Technology’s rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students’ out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades years, when home technology use increases dramatically. The purpose of this research was to examine the experiences of teachers and students engaged in collaborative action research for middle school improvement in technology-rich settings. We begin by outlining our theoretical framework, emphasizing Fletcher’s Ladder of Student Involvement. We then describe our case-study design and methods. Findings are organized by action research components and a discussion of key themes follows. Finally, we consider the implications of this study for action research as a means of student involvement and teacher learning.

An Instrument to Measure Teacher Practices to Support Personalized Learning in the Middle Grades

Abstract Reforms to support and expand personalized learning increasingly are being introduced in middle schools across the United States. Personalization, as enacted in response to these reforms, encourages teachers to implement many practices that long have been recommended by advocates of middle grades philosophy. To better understand the practices of middle grades teachers working in schools attempting to implement personalized learning, this article presents a survey instrument to measure teacher practices for personalization in the middle grades. The article describes the formulation and initial administrations of the survey to 232 teachers in 2016 and 165 teachers in 2017. Exploratory factor analysis provided evidence for the presence of factors describing practices for personalized assessment, out-of-school learning, whole group learning in a personalized setting, and technology implementation. Confirmatory factor analysis with the follow-up sample provided additional support for this structure. Data from these two separate survey administrations demonstrated high internal consistency and moderate correlation across the groups of practices. Suggestions for future research using the tool are offered. The survey instrument is included as an appendix.

Professional learning with action research in innovative middle schools

Abstract This article illustrates how action research can be used as a model for professional development with middle grades educators in rapidly changing and technology-intensive schools. Drawing upon ten years of using this model, the authors present three examples of educator action research to highlight five characteristics of effective projects: (1) appropriate scope, (2) a collaborative approach, (3) accountability, (4) various data sources, and (5) a clear link to practice. Action research with these characteristics can help middle grades educators address emergent problems in 21st-century classrooms and respond to the evolving needs of young adolescents.

Tapping the Experts in Effective Practices: Students as Educators in Middle Grades Professional Development.

Abstract Although middle grades proponents call for specialist teacher preparation, and often herald student voice as critical to successful middle grades programs, young adolescents are rarely provided a role in teacher education. In this article, we explore the potential of student involvement in middle grades teacher education. We first briefly examine the benefits of student involvement in teacher education in general. Next, we describe the context of a summer professional development institute in which young adolescents assist and support the development of teachers, outlining the methods we used to examine our practices. Then, we share teachers’ and students’ perceptions of the model, highlighting specific approaches and promising practices. Finally, we offer recommendations and remaining questions for integrating students into middle grades teacher education.

Responsive Technologies for Young Adolescents

Dramatic cultural shifts driven by technological innovations beg for a reenvisioning of responsive education for young adolescents. Through the voices of theorists, educators, and students, the authors initiate a dialogue about technologys role in purposeful learning and relevant curriculum; a supportive learning culture for students, family, and community; and bold and innovative school leadership. The analysis yields practical ways in which technology can contribute to effective middle schooling and paints a vivid picture of technology-rich and responsive learning environments for young adolescents.