Blog Reflection One: Applying Current Middle Level Research
Wikipedia describes a blog as
a website where entries are written in chronological order and commonly displayed in reverse chronological order. “Blog” can also be used as a verb, meaning to maintain or add content to a blog. Blogs provide commentary or news on a particular subject such as food, politics, or local news; some function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. http://en.wikipedia.org/wiki/Blog
To learn more about blogging as a tool for teaching and learning and the theories that support its use, you might give this brief article by a quick read:
Glogoff, S. (2005). Instructional blogging: Promoting interactivity, student-centered learning, and peer input. http://www.innovateonline.info/index.php?view=article&id=126
http://www.elearn.arizona.edu/stuartg/resume/article.pdf
For this assignment, respond to the following statement: The Concept of the Middle School is Dead
For almost 50 years scholars have supported the model of teaching and learning young adolescents in a dedicated ecology, known as the middle school. Georgia was one of the first states to embrace this replacement of the junior high (seen as a mini version of the high school). And although evidence, such as is presented in the textbook, points to the advantages of the middle school concept, schools, such as in Georgia, are moving away from this model and returning to the junior high concept. Support or defend the middle school concept as an appropriate model for teaching and learning. OR support or defend the move away from the concept. OR do both!
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Reflection is at least 500 words in length, logical, and well written |
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Cites the text in the Reflection to support position and points |
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Provides at least one link in the reflection to an appropriate web source |
10-6 |
5-2 |
1 |
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Response at least twice to others’ posts |
25-20 |
19-15 |
14-1 |
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Uses proper blog etiquette and grammar; Submitted on time |
15-10 |
9-5 |
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As a contributor to the blog, you are able to log in, post a reflection (be sure to give it a title) and publish. You can even go back and edit if need be! Feel free to blog on other education issues and topics—as long as you fulfill the requirements of the above rubric by SEPTEMBER 10.
In order to discuss the middle school concept as a vehicle to maximize teaching and learning, I think that we must first define what the middle school concept is and is not. I think that it is important to note that the middle school concept is less about a particular grade configuration or structural arrangement (although these elements do impact teaching and learning practices) and more about the instructional, organizational and supportive mechanisms that promote teaching and learning for the middle grades student. It is my view that the middle grade concept is the most appropriate model for teaching and learning when it is implemented and practiced appropriately.
The middle grades practices that underpin the middle grades concept include smaller learning communities, interdisciplinary teaming, and common planning time to name a few. Flowers, Mertens, Mulhall & Krawczyk (2007) cite research that support these practices and conclude that the combined effects of interdisciplinary team practices and classroom instructional practices positively impact student achievement. Beane and Lipka (2006) assert that when the components of the middle school concept are actually implemented, the results are “increases in academic achievement and decreases in behavior problems, including among students who typically struggle with both” (p.2).
The real issue of the middle school concept appears to center on student achievement scores. Critics of the middle school concept believe that the middle school concept is a failure based on the lackluster performance of student achievement scores in the past (Bandlow, 2001). I would argue that if student achievement scores are marginal at the middle school level, it is not because the middle school concept is a failure, but the implementation of the middle school concept itself has failed. I believe that failure to implement the components of the middle school concept, in terms of instructional, organizational and supportive practices is contributing to low achievement scores for our middle grades students. The middle school concept itself should not be blamed. According to Beane and Lipka (2006), the components of the middle school concept “have not been well implemented over time and rarely as a complete set of principles and practices” (p. 2-3). Middle school practices that positively impact student achievement must be implemented and practiced in order to benefit from the middle school concept!
I also think that classroom practices do effect student achievement and the research seems to support this. According to the Center for Prevention Research and Development (CPRD), an effective middle grades classroom is one that “maintains high levels of academic rigor; has a curriculum that is meaningful, relevant, and connects subject matter; provides opportunities for active learning; goes beyond the boundaries of the classroom into the community; and fosters a positive climate that stems from mutual respect and beneficial interactions” (as cited in Flowers, et al., 2007, p. 56). Bandlow (2001) contends the middle school concept is “worth saving” but agrees that reform is necessary in terms of implementing a challenging and rigorous curriculum to positively impact student achievement (p. 6).
Research appears to support the middle school concept in spite of what looks like marginal student achievement. I believe that the implementation of the middle school concept has been what has failed, not the middle school concept itself! I also believe that we can and should be using the middle school concept as a springboard to provide a challenging and rigorous curriculum that positively impacts student achievement.
References:
Bandlow, R. (2001, January 1). The Misdirection
of Middle School Reform: Is a Child-Centered
Approach Incompatible with Achievement in
Math and Science?. Clearing House, 75(Nov-
Dec), 69. Retrieved August 31, 2007, from
ERIC database.
Beane, J., & Lipka, R. (2006, April 1). Guess
Again: Will Changing the Grades Save
Middle-Level Education?. Educational
Leadership, 63 (7), 26. Retrieved August 31,
2007, from ERIC database.
Flowers, N., Mertens, S., Mulhall, P. and
Krawczyk, T. (2007). Applying Current
Middle Grades Research to Improve
Classrooms and Schools. Westerville, Ohio:
National Middle School Association.
By: geriu2006 on September 4, 2007
at 8:55 pm
In order not to be redundant, please refer to “What the middle school concept is and is not,” posted by geriu2006 below. For it was this powerful statement and quote, that directed me to my research article by Dickinson and Butler (2001). The middle school concept itself should not be blamed. According to Beane and Lipka (2006), the components of the middle school concept “have not been well implemented over time and rarely as a complete set of principles and practices” (p. 2-3). Thank You!! Whoever you are.
The elements of the middle school concept are widely practiced, but are they equally effective in all schools? The results of several studies conducted by Flowers, Mertens, Mulhall, and Krawczyk (2007) conclude that “middle school practices improve student achievement in high poverty schools.” The research on middle schools suggests that successful middle schools share a belief in excellence and equity for all; a challenging curriculum with high expectations and the provision of expert instructional methods that prepare all students to achieve at higher levels; a collaborative school environment that shares a developmentally and intellectually appropriate purpose; and a partnership involving parents and the larger community in supporting student learning (2007). While there is virtually no disagreement about the importance of these elements of the middle school concept, there is concern about the effectiveness of the middle school concept in practice. The suspected problem is failure to implement the middle school concept as a “whole” that is the issue, not the concept itself.
Dickinson and Butler (2001) suggested six factors that contribute to the arrested development of middle schools. These factors include partial implementation of the model, lack of teacher education programs and licensure that focus on the middle school level, lack of attention to curriculum, failure of organizations to fully realize leadership for the middle level, absence of research to sustain the middle school concept, and an overall misunderstanding of the original concept. These concerns suggest that if the middle school concept is to be effectively established in middle level schools, the larger context surrounding middle grades education needs to be understood (2001).
So let me discuss two of these factors and relate them back to our textbook. Flowers, Mertens, Mulhall, and Krawczyk (2007) state “interdisciplinary teams are comprised of groups of teachers from different subject areas who work together to coordinate instruction, communication, and assessment for a common group of students, teachers must learn to work collaboratively, establish equitable responsibilities among team member, and set realistic goals for team.” (p. 48) The problem we fall into is that we tend to plan with our own subject areas, and we are not planning with the members of our team. Teams should be creating units, in which the curriculum is integrated. Students need to understand how all subjects are related. Education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. For example, our team designed a unit for 8th grade encompassing the theme “How does the past affect the future?” The social studies teacher discussed the holocaust and WWII; I discussed the atomic theory, periodic table of elements, and the atom bomb. The lang. arts teacher read The Diary of Anne Frank, and the math teacher would do word problems like if Hilter’s plan of genocide killed this many jews…You see what I am saying! If we are not doing this, we are not properly implementing the “whole” middle school concept.
Another problem is the lack of teacher education programs and licensure that focus on the middle school level and its importance. Ashley referred to this research in her response. Flowers, Mertens, and Mulhall (2007) also note that most middle school teachers do not have degrees in middle grades education and need additional training before they can be
considered adequately prepared to teach students in grades 5-8. The main problem I encountered here was many people were not aware of the interdisciplinary thematic instruction. Unless, they had an elementary endorsement or degree, most teachers do not have this knowledge in their undergraduate training. Or maybe we chose to ignore it! Not to say that one cannot easily obtain this knowledge through a wonderful course such as this. What will make our middle schools successful in the future is using the latest research to improve our teaching practices, the willingness of a supportive administration and a team of teachers’ commitment to collaboration for the benefit of their students. Middle School Teachers ROCK!!!!
The National Middle School Association: Interdisciplinary Teaching
http://www.nmsa.org/portals/0/pdf/research/Research_Summaries/Interdisciplinary_Teaming.pdf
References
Dickinson, T. S., & Butler, D. A. (2001). Reinventing the middle school. Middle School Journal, 33(1), 7-13.
Flowers, N., Mertens, S., Mulhall, P. and Krawczyk, T. (2007). Applying current middle grades research to improve classrooms and schools. Westerville, Ohio: National Middle School Association.
By: selahkeeleymack on September 6, 2007
at 1:27 pm
I was very impressed with Selah’s analysis of the problem facing the middle school concept. I also believe that it is not the concept itself that has failed, but the actual practice and use of this concept. The middle schoold concept could be very successful with today’s students; however, for this concept to prove successful with the students, teachers have to be on board with the idea of interdisiplinary teaming trained in this same teaming, and educated about the total middle school concept. Education is a second career for me, and luckily i have been educated in the middle school way of thinking. I was shocked by the research in our textbook which showed just how many teachers do not have middle school certification.
It is my belief that for interdisciplinary teaming to be truly effective, teachers need to be fully trained in developing collaborative units with their teammates and implementing these units in the classrooms. The concept of teaming is can be so beneficial to both students and teachers if implemented correctly. Teachers today need to be given ample opportunity and training to make teaming successful for themselves and ultimately for their students. With the added pressures of NCLB, teachers are looking for ways to help make their classrooms practices translate into better success for their students. I agree with Saleh when she states that teachers need to be fully trained about the middle school concepts as well as, how to effectively implement teaming.
I too believe that middle school teachers ROCK!!
By: rabunh on September 7, 2007
at 8:44 pm
Research obviously supports interdisciplinary teaming at the middle school level. However, I don’t think that the interdisciplinary teaming component of curriculum coordination should be forced. In other words, when there is a natural connection between curriculum themes, then by all means interdisciplinary teams should take advantage of them! When natural connections between disciplines are lacking, then I think that curriculum coordination should not be forced. As a math teacher, I can make connections between each subject area, but not to the extent and depth required to effectively teach the content that I am responsible for. Do all of you find that to be true as well?
I think that there are other middle school components that trump curriculum coordination. For instance, I do not think that one can underestimate the impact of small learning communities and classroom practices on student achievement. The research also supports these components as impacting student achievement at the middle school level. The significant impact of these components seems obvious!! I will address smaller learning communities in this discussion. Lipka (2006) notes that there are advantages of K-8 schools over middle schools in urban areas that “reside largely in smaller class and school size, which enable these schools to support better relationships with all of their constituencies” (p.3). I can understand this! Elementary school teachers have the luxury of getting to know, on average, 28 students. Middle school teachers, like me if they are lucky, have to try and get to know 120 students! Something gets lost in that translation! The biggest challenge I face is trying to address the needs of each of these individual students and the task can be overwhelming despite my desire to do so. I think middle school students thrive (and achievement increases) when they know that they matter combined with effective classroom practices. As Flower, Mertens, Mulhall and Krawczyk (2007) note: “Schools that have 750 students, have a middle school grade configuration, and are teaming with high levels of common planning time have the highest levels of team and classroom practices, parent contact and involvement, and advisory activities, as well as a more positive school climate (p. 69).
Beane, J., & Lipka, R. (2006, April 1). Guess
Again: Will Changing the Grades Save
Middle-Level Education?. Educational
Leadership, 63 (7), 26. Retrieved August 31,
2007, from ERIC database.
Flowers, N., Mertens, S., Mulhall, P. and
Krawczyk, T. (2007). Applying Current
Middle Grades Research to Improve
Classrooms and Schools. Westerville, Ohio:
National Middle School Association.
By: geriu2006 on September 8, 2007
at 10:42 am
I am convinced the middle school is not only necessary but is also vital to the emotional and academic success of our nation’s early teenage students. Getting straight to the point, some have argued that students should remain in the elementary setting all the way until 9th grade because the concepts on which middle school was founded no longer pertained to the current middle school student. They have said that students would be better served being put in leadership positions with the early elementary students. Although I do not completely disagree with the notion, my argument is that there are also many leadership positions available in the traditional 6-8th grade middle school through athletics, clubs, and student council. My biggest hesitation to this set-up is that I just don’t believe students who are going to be sharing a school with 5 year-olds will be ready for high school the following year. I realize that in the past this is how most one-room school houses worked. Sometimes I do believe we over think certain things just for the sake of “progress,” but I do believe the notion of middle school is actual progress in education.
An article from scholastic.com (http://www.scholastic.com/administrator/leadership/transitions.htm) that discusses the transition from elementary to middle to high school also supports the middle school concept. Even before probing into the article, could you imagine the title being “Transitions from elementary to high school?” Like I said above, the jump just seems extreme and much more harmful than helpful. Although the number is not based on research is does state that “99.9% of middle school students survive the process in one piece.” Too often in our culture today, I believe that we rob our students of life problem solving skills by making their path obsolete of conflict growing up. Is the transition from each skill level going to go perfectly and without problems? No, but either does life.
In our Applying Current Middle Grades Research to Improve Classrooms and Schools (Flowers, Mertens, Mulhall, Krawczyk, 2007) textbook, the second article having to do with high expectations for every student again supports the middle school concept. The article states that Eccles, Vida, and Barber (2004) found that early adolescent experiences affect future expectations, “especially in 6th grade.” In essence, when the kids are in the middle grade years, they start to think ahead to college and future goals. If the middle school concept is removed, are kids as likely to think towards the future while still in elementary school? I would argue that they will not. Middle school is very important because it gives kids an experience that gives them a preview of high school without the grades going towards any college application standards. Going from elementary to high school to make that freshmen year an even bigger transition than it currently is and we all know grades your freshmen year count just as much as those earned your junior and senior years.
One point that I would like to leave out for debate and discussion is this: through the reading so far, to me the difference between middle school and junior high school is a bit fuzzy. What are your thoughts (or should I say, what have I missed)? Feel free to comment on any other parts of my response as well.
By: djt618 on September 8, 2007
at 1:17 pm
Selah’s post addresses a problem that I believe many middle schools may be struggling with the implementation of No Child Left Behind – only using bits and pieces of the middle school concept rather than fully implementing the concept. As Selah points out, many middle schools seem to be transitioning away from interdisciplinary team planning and toward discipline level planning, which is more indicative of the junior high concept than that of the middle school. Although the GPS encourages interdisplinary connections, I feel that many middle school teachers are more concerned with teaching the new, rigorous content than focusing on as making as many interdisciplinary connections as we may have in the past. As a math teacher, I know I have felt this pressure. I try to be interdisciplinary, but sometimes it proves difficult. Using graphs as an interdisciplinary connection with math cannot work all the time. I believe the interdisciplinary connections are critical, but may take a while to implement with the new standards.
Based on experience, unit writing has become less interdisciplinary as well. Since students are being introduced to the GPS at different grade levels, I feel that teachers are often trying to fill in gaps in knowledge while still trying to teach the standards.
By: ashleystover on September 8, 2007
at 5:16 pm
Dave,
You said, “My biggest hesitation to this set-up is that I just don’t believe students who are going to be sharing a school with 5 year-olds will be ready for high school the following year. I realize that in the past this is how most one-room school houses worked. Sometimes I do believe we over think certain things just for the sake of “progress,” but I do believe the notion of middle school is actual progress in education.”
You make a good point. The other problem with the grade K-8 configuration is that these schools may not be able to offer the kinds of specialization that the middle school configuration can offer due to enrollment size. Programs that exist at the middle school level, like accelerated courses, electives, and support services may not be able to exist at the “elementary” school level (Lipka, 2006).
You said, “One point that I would like to leave out for debate and discussion is this: through the reading so far, to me the difference between middle school and junior high school is a bit fuzzy. What are your thoughts (or should I say, what have I missed)? Feel free to comment on any other parts of my response as well.”
I believe that the junior high configuration has traditional been grades 7 through 9. The Northwest Regional Educational Library has a website that you might find interesting: http://www.nwrel.org/request/july97/article4.html. The article, “Grade Configuration, Who Goes Where?” makes a really interesting point about how issues surrounding various grade configurations may depend on whether the schools are in a rural or urban area. Until I read this article, I hadn’t thought of the implications of different grade configurations on urban and rural areas. For instance the grade span may be quite different in a rural area compared to an urban area. In a rural area, attending a large middle school may mean that a student is bused many miles to an unfamiliar town or city. In this scenario, maybe attending the local K-8 school may be more beneficial.
Beane, J., & Lipka, R. (2006, April 1). Guess Again: Will Changing the Grades Save Middle-Level Education?. Educational Leadership, 63 (7), 26. Retrieved August 31, 2007, from ERIC database.
Northwest Regional Educational Library (1997, July). “Grade Configuration, Who Goes
Where?”. Retrieved September 8th, 2007 from
http://www.nwrel.org/request/july97/article4.html.
By: geriu2006 on September 9, 2007
at 8:03 am
Ashley, you definently bring up a problem when it comes to teaching math at the middle school level. I too have a math endorsement at the missle school level, but I also have every other subject area too. I think that is why I enjoy the science teaching so much. I can read, do math, graph, and teach science. I really think that more literacy should be implemented across the subject areas. Students have so many problems with story/word problems, and problem solving in general. If we bring the subjects together or “blurr the lines”, perhaphs it will help them make a connection. In my science class, I expect the students to adhere to the mathematics GPS and especially to whatever the math teachers guidelines are. We sit down an talk about what she/he expects on a graph or we use the same rubrics to grade the graphs. That way there is no question why they got the grade the got. Everyone is on the same page. It can be hard to plan thematic units all the time, but the concept is not just about the units.
By: selahkeeleymack on September 9, 2007
at 1:35 pm