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This book echoes and enhances the generative, dialogic, knowledge-building process that took place at the AMLE 2021 conference, reflecting the way in which middle-level researchers work collaboratively and draw ideas and inspiration for their studies from prior research and accounts of practice, as well as their own experiences in the field.
List of contents
INTRODUCTION 1. Building and Broadening the Middle Level Education Knowledge Base
PART 1: Studying the Schools to Watch Program 2. Reflection on Illinois Horizon Schools: Initial Findings from the Illinois Schools to Watch Program 3. Illinois Horizon Schools: Initial Research Findings from the Illinois Schools to Watch Program 4.
PART 2: Community School Reform 5. 6. Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners 7. South
PART 3: Teacher Agency in Curriculum Processes 8. Better Together: Implications for District and School Leadership Instating a Collective Model that Includes Teacher Leaders as Curriculum Designers 9. Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle 10.
PART 4: Social-Emotional Learning and Character Development in the Middle Grades 11. 12. It's Not All or Nothing: Exploring the Impact of a Social-Emotional and Character Development Intervention in the Middle Grades 13.
PART 5: Music Education Research in the Middle Grades 14. 15. Music Teachers' Perceptions of General Music as a Required Middle Level Course 16.
CONCLUSION 17. Sailing the Stormy Seas Together: Diverse Perspectives on Middle Level Education Research
About the author
David C. Virtue is the Taft B. Botner Distinguished Professor of Middle Grades Education at Western Carolina University, USA.
Summary
This book echoes and enhances the generative, dialogic, knowledge-building process that took place at the AMLE 2021 conference, reflecting the way in which middle-level researchers work collaboratively and draw ideas and inspiration for their studies from prior research and accounts of practice, as well as their own experiences in the field.
