Nicole L. Thompson

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.