Nicole C. Miller

Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning

This case study examined an authentic online learning phenomenon where social conflict, including harsh critique and negative tone, weaved throughout peer-moderated online discussions in an online class. Opening coding and content analysis were performed on 1306 message units and course artifacts. The results revealed that a model of social conflict evolution, that is, social conflict within the learning community evolved through five general phases including cultural initiation, social harmonization cycle, escalation of conflict, intervention and stabilization, and adjourning. The results also suggested strong relationships between social and learning interactions during these five phases of social conflict development. This study has theoretical and practical implications for designing and managing learning activities in online classes.

Specialized Preparation for Middle Level Teachers: A National Review of Teacher Preparation Programs

Abstract Since William Alexander’s (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes designed to prepare candidates to teach grades 5–9. Because of questions raised about content and consistency of these programs, this study systematically documents components of undergraduate middle level teacher preparation programs in 1,324 institutions from 50 states and the District of Columbia. The findings reveal that even though 45 states have explicit mandates for middle level certification, licensure or endorsement, almost half of the institutions preparing teachers for grades 5–9 do not offer courses or experiences specific to middle level education or young adolescents.

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 Indigenization of Photovoice Methodology: Visioning Indigenous Head Start in Michigan

We, along with staff from nine Michigan tribes, examined Head Starts role in American Indian lives using photovoice methodology, which puts cameras in the hands of community members to document their realities. The use of photovoice as a participatory methodology was purposeful given that it engages participants in the research process, thereby fostering research with rather than on Native peoples. Our collaboration resulted in an Indigenization of the inquiry mode yielding a more culturally relevant and respectful methodology. These adaptations included identifying and presenting Indigenous ways of knowing, both visually and verbally, as well as providing an opportunity for storytelling. The partners shared their story with impact beyond their communities as they relayed findings in multiple venues. The project has not only resulted in improved community facilities and growth and development among our community research partners but an alteration of the method to further empower Native people.

Claiming unclaimed spaces: virtual spaces for learning

Abstract The purpose of this study was to describe and examine the environments used by teacher candidates in multi-user virtual environments. Secondary data analysis of a case study methodology was employed. Multiple data sources including interviews, surveys, observations, snapshots, course artifacts, and the researcher’s journal were used in the initial case study, while using the resulting narratives of each student’s experience for the secondary data analysis. All data were coded and reviewed iteratively to inductively deduce the key considerations for virtual world environmental design. Five assertions were derived from the data to help guide the development of virtual learning environments. These five assertions focus on: novelty, the role of realism, fantastical and outdoor environments, maneuverability, and design for movement.

The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions

Abstract Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and what options are available. Researchers reviewed publicly available documents from each state and the District of Columbia. The findings revealed wide variations in the (a) credentialing authority, (b) credential name, (c) credential grade bands, (d) extent of overlapping credentials, (e) testing requirements, and (f) field experience requirements. Findings draw attention to the complexity of educator credentialing in the United States and document the extreme variations of middle level teacher credentialing across the country. Implications for policymakers and institutions of higher education are discussed.

Supporting Diverse Young Adolescents: Cooperative Grouping in Inclusive Middle-level Settings

ABSTRACT The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more critical. One way to meet the needs of all students is through cooperative grouping. Through cooperative grouping, middle-level educators can differentiate instruction and promote active learning by leveraging the naturally social nature of young adolescents. In this article, the authors present research on cooperative grouping as well as several considerations for effectively designing and implementing cooperative grouping for middle-level learners in an inclusive setting. Suggestions and examples with regard to group size, membership, group structure and roles, and classroom management and clear expectations are provided. Additionally, the four-clue group strategy is presented as a specific instructional method to support effective group learning experiences in the inclusive middle-level classroom.