Promoting This We Believe and the AMLE Standards with Teacher Candidates

This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course

Introduction

Introduction to the issue and recognition of 2019 reviewer

Encouraging Teacher Candidates to Cultivate Habits of Reflection

The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection

Introduction and Remembrance

Introduction to the issue and remembrance for Dr. Lounsbur

Introduction to the Issue

The articles in this issue explore different possibilities for the education of young adolescents. There is one research study, and there are two descriptions. Perry and colleagues wrote about information they collected as they planned to propose a new middle grades program. Teacher candidates’ perceptions about middle grades students and teachers are included. These perceptions informed recommendations for teacher education programs. Casler-Failing and colleagues reported on their collaboration with a local Boys and Girls Club to enhance STEM experiences for young adolescents. The authors selected several topics of instruction to engage young adolescents in hands-on STEM learning with culturally relevant teaching and learning and with strong literacy connections. Multiple examples of tasks, several resources, and recommendations for readers are included. Ruppert and Swaim provide historical context for middle level education. In explaining how the first edition of This We Believe came to be, Swaim noted several key figures and moments in the history of middle level education. We can see how these early leaders in the field came together to forge a vision for middle level education—to see possibilities for the education of young adolescents. Thank you as always to reviewers for their insights and feedback for authors. Special continued thanks to Jennifer Gerrald for her expertise with publishing each issue. Amanda Wall, Edito

Introduction

Introduction The articles in this issue of Current Issues in Middle Level Education include a celebration of the National Association of Professors of Middle Level Education, a report of a research study, and a summary of best practices. Bridget Coleman and Nancy Ruppert are current and past presidents of the National Association of Professors of Middle Level Education (NAPOMLE). As this journal is the journal of NAPOMLE, we wanted to celebrate NAPOMLE’s 25th anniversary. Coleman and Ruppert reviewed several documents related to NAPOMLE’s history and mission; they also contacted several past leaders. Michael DiCicco and Ryan Alverson contributed an article that adds to the literature on Schools to Watch. Their study, based on schools in Kentucky, provides additional information about successful middle schools. Holly Thornton suggested best practices for online middle level education. As online teaching and learning continue, these ideas can assist middle level educators as they reflect and renew their commitments to student learning. As always, we extend gratitude to Jennifer Gerrald at Georgia Southern University for her support of the journal

Introduction

This is the first issue of Becoming in a digital format. Middle level educators are invited to share best practices, research, and reviews in the journal. The three articles in this issue are based on presentations during the Georgia Professors of Middle Level Education Best Practices Session at the 2018 Georgia Middle School Association conference in Valdosta

Introduction

Introductio

Introduction: Alternate Field Experiences

The articles in this issue of Current Issues in Middle Level Education share examples of ways that teacher education programs have responded to the ongoing challenges from COVID-19. At the time that this issue is published, it has been about a year since K-12 schools as well as colleges and universities transitioned to a variety of different models of instruction. Teacher educators have redesigned and reimagined field experiences and other aspects of teacher education to meet new realities. Throughout, a concern for health and safety of students, teachers, other school partners, teacher candidates, university supervisors, and others remains paramount. I hope that readers will see examples of shifts in teacher education that can inspire continued improvement and innovation to support teacher candidates and their current and future students. Throughout, authors have grounded their adaptations in guiding ideas for middle level education and teacher preparation. Also in this issue, CIMLE is excited to share an article by Lisa M. Harrison and Penny A. Bishop, authors of The Successful Middle School: This We Believe. This text is the new version of the Association for Middle Level Education’s position statement. Their article, first published by the journal of the European League for Middle Level Education, provides additional context for the new edition

Women at work: perceptions of appearance, power, and negative communication

Thesis (M.A.) University of Alaska Fairbanks, 2005This study is an attempt to understand the professional relationships among women. The purpose of this research was to explore the relationship between female self-concept and female-female negative communication in the workplace. Specifically the effects of self-esteem, communication behaviors, and perception of power on professional females in the workforce were examined. Females in varying levels of professional positions were asked to respond to a set of statements regarding their own perceived level of self-esteem, power artifacts, and negative communication behaviors. The data were then analyzed to determine if a correlation exists between female age and level of self-esteem, the relation self-esteem has to negative communication behaviors, and to measure the frequency that females report exhibiting, experiencing, and witnessing negative communication behaviors in the workplace. Results of this study lead to several implications regarding the connection between self-esteem, negative communication behaviors, power artifacts, and age. First, these data suggests that addressing women's self-esteem in the workplace can have a positive effect on the workplace environment. Next, by mentoring younger women to be more confident at work, they are less likely to exhibit negative communication behaviors. The third key conclusion connects the effects that power artifacts, such as extravagant vacations, expensive jewelry, a college or graduate degree, and fancy cars have on other women. It is apparent that these artifacts are a point of contention for women