Penny B. Howell

Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks.

A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology.

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.

Backchannel Discussions during Classroom Observations: Connecting Theory and Practice in Real Time.

Abstract This article provides an overview of utilizing an online backchannel platform, TodaysMeet, to enhance middle level preservice teachers’ course-embedded classroom observations in early field experiences through the synchronous utilization of 1:1 tablet technology. In reflecting on the use of these applications, it is apparent that it created a safe and structured third space for discourse that helped candidates consider critical moments of instruction, appropriately engage in field experiences, and develop a critical lens through which to view the work of middle level teachers

Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis

In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and supporting the continued learning of experienced teachers. The development and implementation of the clinical model in two elementary schools and one middle school have provided evidence of both benefits and challenges. The article provides three descriptive narratives that elaborate on these and offers insights about essential components and research possibilities needed for improving the quality and outcomes of university–school clinical partnerships for teacher education.

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.

Social justice education through trauma-informed teaching

Abstract Students in the middle grades experience tremendous development in various domains. However, childhood trauma can significantly impede this development, further exacerbating the functioning of our most vulnerable student populations. This article aims to describe the use of trauma-informed teaching as a form of middle-level, social justice education, providing a description of trauma, as well as how traditional classroom management and instruction can affect traumatized students. This article also provides narratives of current and emerging models of trauma-informed teaching, connecting them to the goals of social justice education, and providing practical strategies for implementing such practices in middle-level schools and classrooms.

Four Professors, Three Universities, Two Modes of Technology, and One Eighth Grade Classroom: Collaboration in Middle Level Teacher Education.

Abstract This article focuses on four university teacher educators across three mid-western institutions working together to collaborate and develop a shared understanding of practice in middle level teacher education while modeling a team approach to teaching and learning. Three institutions, University of Louisville (UL), University of Kentucky (UK), and Northern Kentucky University (NKU), are located in what is generally termed the “Golden Triangle of Kentucky” (Berger, Bollinger, & Perry, 2002). Louisville, Lexington, and Northern Kentucky-Greater Cincinnati Area are each separated by less than 100 miles and are connected by major interstate highways (Berger et al., 2002; McBrayer, 2011). As teacher educators in this region, we have found it common for teacher candidates from each of our respective universities to accept positions at the same middle schools within this geographic area. Technological advances provide collaborative spaces for anyone to use as a place to engage in teaming activities in middle grades education. In this era of technology innovation, we now have the privilege of giving our teacher candidates and students access to educational and classroom settings previously inaccessible because of geographical or financial restraints. We utilized technology and teaming to provide a simultaneous, virtual experience for our students to learn together in a common space. In the spirit of This We Believe (National Middle School Association [NMSA], 2010), we hope our teaming through cross-institutional collaboration will spark ideas and inspiration for other middle grades teacher preparation programs, school districts, middle school teams and teachers. It is our hope that through this promising collaboration of four professors, three universities, and one eighth grade classroom, we not only help others use technology to eliminate geographical restraints to teaming, but also develop a shared understanding of effective middle level practices that will positively impact the middle school experience for young adolescents in our state.

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.