Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time

Collaboration and teamwork are essential aspects of the work of a professional middle level teacher and an integral part of AMLE Standard 5. Preservice teachers typically experience collaborative practices firsthand during field experiences, but the COVID-19 pandemic has caused many schools to shift instruction online thereby limiting the opportunities for teacher candidates to experience daily life in schools. Teacher educators can provide simulated opportunities for candidates to collaborate and engage in teamwork in virtual classroom settings. The author describes ways to simulate teacher collaboration in virtual settings by providing an example of engagements with teacher educators in a middle grades course with an emphasis on three aspects of planning: team, task, and time. The author reflects on the implementation of the simulation and offers recommendation for improvement

Three Rs for Middle Level Education: The 2022 NCPOMLE John VanHoose Lecture

The author contends the most prominent challenges and conditions facing middle level education now and in the near future point to three imperatives for the field: middle level education must be relevant, resilient, and robust. After conceptualizing the field of middle level education as an interdisciplinary, applied field of study concerned with the formal education of young adolescent learners in school settings, the author discusses each of the three imperatives and provides recommendations for scholars to move forward alongside professionals in middle level schools and classrooms to achieve a bright educational future for young adolescents

Preparing Middle Grades Candidates for edTPA in Uncertain Times

Teacher candidates in North Carolina must earn a passing score on the edTPA assessment to get certified. The middle grades education program at Western Carolina University integrates aspects of the edTPA assessment throughout pre-student teaching coursework and field experiences to prepare candidates for this high-stakes assessment. Some of the edTPA practice assignments serve as key assessments that help the middle grades program faculty evaluate the program and make decisions about curriculum. The pivot to remote and blended learning formats on campus and in partner middle level schools affected the implementation of the edTPA-related assignments. The authors share some of the challenges of implementing edTPA practice portfolios during the pandemic as well as insights gleaned from their assessment of the data

A Review of Trends in the Scope of International Scholarship in Middle Level Education, 1989–2019

Middle level education as a field of study has expanded during the last thirty years to include a growing, international knowledge base. The primary purpose of this review essay is to highlight trends in the extent to which refereed scholarship in the field of middle level education has reflected international content and perspectives during the last thirty years. To accomplish this task, the authors conducted a chronological review of the major refereed publications of the Association for Middle Level Education, Adolescent Success, and the American Educational Research Association (AERA) Middle Level Education Research (MLER) SIG as well as Middle Grades Research Journal and Middle Grades Review. The authors also examined AERA conference programs between 2010 and 2019 for international content and perspectives in MLER SIG sessions. While the authors’ primary aim was to understand trends in the geographic scope of scholarship in the field, they also gleaned tentative insights about research approaches, theoretical frameworks, and editorial bias that informed a set of recommendations they offered to advance future international work in middle level education. The recommendations include (a) expanding and strengthening worldwide networks of middle grades scholars; (b) building consensus around a middle grades research agenda that has an international dimension; and (c) promoting and engaging in more international scholarship that is theory-driven; uses rigorous, appropriate comparative methodologies; and draws on perspectives from cultures and countries not well represented in the literature

An International Study of Programs That Prepare Teachers of Young Adolescents

This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards, and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents

Programming of adipose tissue miR-483-3p and GDF-3 expression by maternal diet in type 2 diabetes.

Nutrition during early mammalian development permanently influences health of the adult, including increasing the risk of type 2 diabetes and coronary heart disease. However, the molecular mechanisms underlying such programming are poorly defined. Here we demonstrate that programmed changes in miRNA expression link early-life nutrition to long-term health. Specifically, we show that miR-483-3p is upregulated in adipose tissue from low-birth-weight adult humans and prediabetic adult rats exposed to suboptimal nutrition in early life. We demonstrate that manipulation of miR-483-3p levels in vitro substantially modulates the capacity of adipocytes to differentiate and store lipids. We show that some of these effects are mediated by translational repression of growth/differentiation factor-3, a target of miR-483-3p. We propose that increased miR-483-3p expression in vivo, programmed by early-life nutrition, limits storage of lipids in adipose tissue, causing lipotoxicity and insulin resistance and thus increasing susceptibility to metabolic disease.This work was funded by the BBSRC (project grants BB/F-15364/1 and BB/F-14279/1). SEO is a British Heart Foundation Senior Fellow (FS/09/029/27902), MB is an MRC Senior Fellow and AEW is a BBSRC Professorial Fellow. KS and SEO are members of the MRC Centre for Obesity and Related Metabolic Diseases (MRC-CORD), which also provided a studentship for MW. KS is a member of the European Union COST Action BM0602

Integrative genomic analysis implicates limited peripheral adipose storage capacity in the pathogenesis of human insulin resistance.

Insulin resistance is a key mediator of obesity-related cardiometabolic disease, yet the mechanisms underlying this link remain obscure. Using an integrative genomic approach, we identify 53 genomic regions associated with insulin resistance phenotypes (higher fasting insulin levels adjusted for BMI, lower HDL cholesterol levels and higher triglyceride levels) and provide evidence that their link with higher cardiometabolic risk is underpinned by an association with lower adipose mass in peripheral compartments. Using these 53 loci, we show a polygenic contribution to familial partial lipodystrophy type 1, a severe form of insulin resistance, and highlight shared molecular mechanisms in common/mild and rare/severe insulin resistance. Population-level genetic analyses combined with experiments in cellular models implicate CCDC92, DNAH10 and L3MBTL3 as previously unrecognized molecules influencing adipocyte differentiation. Our findings support the notion that limited storage capacity of peripheral adipose tissue is an important etiological component in insulin-resistant cardiometabolic disease and highlight genes and mechanisms underpinning this link.This study was funded by the UK Medical Research Council through grants MC_UU_12015/1, MC_PC_13046, MC_PC_13048 and MR/L00002/1. This work was supported by the MRC Metabolic Diseases Unit (MC_UU_12012/5) and the Cambridge NIHR Biomedical Research Centre and EU/EFPIA Innovative Medicines Initiative Joint Undertaking (EMIF grant 115372). Funding for the InterAct project was provided by the EU FP6 program (grant LSHM_CT_2006_037197). This work was funded, in part, through an EFSD Rising Star award to R.A.S. supported by Novo Nordisk. D.B.S. is supported by Wellcome Trust grant 107064. M.I.M. is a Wellcome Trust Senior Investigator and is supported by the following grants from the Wellcome Trust: 090532 and 098381. M.v.d.B. is supported by a Novo Nordisk postdoctoral fellowship run in partnership with the University of Oxford. I.B. is supported by Wellcome Trust grant WT098051. S.O'R. acknowledges funding from the Wellcome Trust (Wellcome Trust Senior Investigator Award 095515/Z/11/Z and Wellcome Trust Strategic Award 100574/Z/12/Z)

Virtue, David C., Remembering Gordon Vars, Middle School Journal, 43(March, 2012), 5.

Presents a tribute to middle school proponent Gordon Vars upon his death

A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA

This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., This We Believe), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences