Common Planning Time in Middle Level Schools
Common Planning Time in Middle Level Schools

Author: Steven B. Mertens

Publisher: IAP

Published: 2013-03-01

Total Pages: 376

ISBN-13: 1623961041

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This volume, the ninth volume in the Handbook of Research in Middle Level Education, is a compilation of research studies focusing on the use and implementation of common planning time (CPT) in middle level schools. All of the studies were part of the Middle Level Education Research SIG’s National Middle Grades Research Project (NMGRP) on Common Planning Time, which provides additional evidence about teachers’ understandings, experiences, the benefits and barriers about CPT. Since all researchers participating in the SIG-sponsored project utilized the same data collection protocols and followed the same protocols, the overall data collection was systematic and is highly reliable. Five research questions were generated to guide the development of the data collection protocols. While the authors were encouraged to use their data to address these project-level questions, they were not required to do so. The project consisted of both qualitative and quantitative data collection. Phase I (qualitative) consisted of observations of CPT meetings and structured interviews with teachers. Phase II (quantitative) was comprised of an online teacher survey. Within the chapters of this volume, a variety of relevant and meaningful research questions are examined utilizing both qualitative and quantitative methodologies.

Common Plan Time at the Middle School Level
Common Plan Time at the Middle School Level

Author: Kelly Charles Flax

Publisher:

Published: 2011

Total Pages: 165

ISBN-13:

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In this study, supporting conditions necessary to study the common plan time phenomenon at the middle level school were present. This study investigated what occurs during common planning time for two middle school level teams of teachers. A middle school level team of teachers in this study consisted of four teachers that shared a common planning time together at least four days a week and taught the same set of students. Student outcomes for middle level schools that implement common planning time are higher overall self-concept (Warren & Muth, 1995) and greater academic efficacy (Mertens, Flowers, & Mulhall, 1998). Teachers implementing common plan time report higher levels of job satisfaction (Flowers, Mertens, & Mulhall, 1999), and more positive interactions with their colleagues (Flowers, Mertens, & Mulhall, 1999). Schools report higher levels of student achievement (Flowers, Mertens, & Mulhall, 1998, 1999, and Mertens & Flowers, 2003). The benefits for students and staff that practice the common plan time are plentiful. This study investigated what occurs during common plan time for middle school level team of teachers in an effort to better understand the connections between what occurs during common plan time and student achievement. The methodology used in the development of this study was a qualitative case study of two middle level teams of teachers. Multiple data sources in the study include observations of common plan time, individual interviews of the interdisciplinary team of teachers, and document analysis of lesson plans. Specifically, one sixth grade team and one seventh grade team participated in the study with a total sample of eight teachers. The non-participant observer was an elementary level principal administrator from 2002 through 2011. The documented findings were examined. The interviewer was trained through the Middle Level Educational Research Special Interest Group (MLER SIG) during the summer of 2008. The research protocol and questions are copyrights of the MLER SIG 2007. The data collected in this study contributed to this national pool of research.

Scheduling Middle Level Schools
Scheduling Middle Level Schools

Author: Ronald D. Williamson

Publisher:

Published: 1998

Total Pages: 74

ISBN-13:

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This book investigates school schedules by examining the use of time at the middle level and discussing strategies that schools may use to provide greater flexibility to the school day. Eleven specific scheduling models are presented and described. Complementing the models is a discussion of the factors that propel a school's investigation of alternative schedules. The manual views time as a resource and discusses ways to empower teachers to use time to make decisions. It also considers the role that adolescence plays in schedules and presents tips on how to schedule activities with this in mind. The text examines the importance of scheduling, outlines some scheduling myths, and explores the "block-time" schedule at length, considering its advantages and disadvantages for administrators, teachers, and students. Some block-time models are provided. Other kinds of schedules that are considered include alternate day, rotating, and dropped schedules. The booklet explores ways to get started on scheduling reform, offering details on planning steps, whether or not to use a computer, simulations, building the schedule, the uses of singletons and doubletons, staffing decisions, and selecting staff members. The text concludes with strategies for manipulating the schedule by challenging regularities, focusing on students, and starting small. (RJM)

The Use Of Common Planning Time In Abc Middle School Academic Teams
The Use Of Common Planning Time In Abc Middle School Academic Teams

Author: Jerard Stephenson

Publisher:

Published: 2014

Total Pages: 170

ISBN-13:

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The purpose of this mixed-methods action research study was to examine the use of collaborative common academic team time at ABC Middle School. A review of the literature indicated that effective middle school academic team meetings allow for interdisciplinary team teachers to collaborate on curriculum, instruction, and assessment. Additionally the literature indicated that the frequency and productivity of these meetings have a correlation to student achievement. In seeking to understand how academic team time is spent, the following three research questions were analyzed: (1) To what extent do middle school academic teams focus team meetings on curriculum development and integration across content areas? (2) To what extent do middle school academic teams focus team meetings on the sharing of instructional ideas and strategies that will improve student learning? (3) To what extent do middle school academic teams focus team meetings on assessments that will enable students to show that they have learned? The findings and recommendations from this study will assist district administration, building administration, faculty, parents, and students in the planning process for school activities, curriculum, instruction, assessment, programs, scheduling, and professional development.

Reinventing the Middle School
Reinventing the Middle School

Author: Thomas S. Dickinson

Publisher: Routledge

Published: 2013-06-17

Total Pages: 374

ISBN-13: 1136054782

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Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.

This We Believe
This We Believe

Author: National Middle School Association

Publisher: National Middle School Assn

Published: 2010-01-01

Total Pages: 66

ISBN-13: 9781560902324

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The Encyclopedia of Middle Grades Education (2nd ed.)
The Encyclopedia of Middle Grades Education (2nd ed.)

Author: Steven B. Mertens

Publisher: IAP

Published: 2016-08-01

Total Pages: 471

ISBN-13: 1681235714

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The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.

Two Teachers in the Room
Two Teachers in the Room

Author: Elizabeth Stein

Publisher:

Published: 2017

Total Pages: 0

ISBN-13: 9781138689985

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This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K-12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. Whether you're a brand new co-teacher or are simply looking to improve the dynamics in your classroom, the research-based strategies, vignettes, and ready-to-use assessment rubrics in this book will help you create a positive learning culture that influences all learners, teachers, and students alike. Topics include: Selecting and implementing the appropriate co-teaching model to optimize student learning; Developing an effective curriculum that plays to the strengths of both teachers; Creating a learning environment that promotes self-reflection and nurtures critical thinking; Accommodating all learners by embracing a multi-dimensional view of teacher knowledge; and Providing specific, attentive feedback to help students take charge of their learning. The book also features book discussion questions for each chapter so you can work with colleagues during book studies and PLCs.

Middle Grades Research Journal
Middle Grades Research Journal

Author: Larry G. Daniel

Publisher: IAP

Published: 2017-12-01

Total Pages: 136

ISBN-13: 1641132418

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Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.

Focus on the Wonder Years
Focus on the Wonder Years

Author: Jaana Juvonen

Publisher: Rand Corporation

Published: 2004-03-25

Total Pages: 181

ISBN-13: 0833036157

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Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.