A Content Analysis of Four Peer-Reviewed Middle Grades Publications: Are We Really Paying Attention to Every Young Adolescent?

The field of middle grades education clearly articulates a vision for education focused on supporting the needs and interests of every young adolescent (National Middle School Association, 2010; Jackson & Davis, 2000). This study sought to identify the ways in which recent middle grades research intersects with this vision by utilizing qualitative content analysis (Hsieh & Shannon, 2005) to identify current topics explored in middle grades research over the past 13 years (2000-2013). In total the content of 691 articles and chapters was analyzed from the following publications: Handbook of Research in MiddleLevel Education series, Middle Grades Research Journal (MGRJ), Middle School Journal (MSJ), and Research in Middle Level Education (RMLE) Online . In many ways the body of research examined was diverse in its breadth and depth related to a variety of thematic areas such as curriculum and instruction. However, there is a dearth of published research in areas that are critical to developing systems and practices meant to support the needs of every young adolescent, including specific populations (e.g. males, African Americans, students with disabilities), diversity (e.g., broad topics related to equity, discrimination, social justice, multicultural education), motivation and engagement, student voice, leadership, and family/community connections. Given that these are important publications in the field of middle grades education, the gaps identified within them cannot be ignored if the goal is to provide a positive schooling experience for every young adolescent

Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework

In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it impossible to synthesize across articles. Using a conceptual framework that required: 1) clear definitions of terms; 2) a critically conscious stance; and 3) inclusion of the middle school concept, we identified 14 articles that met these criteria. We then mapped differences and convergences across these studies, which allowed us to identify the conceptual gaps that the field must address in order to have common definitions and understandings that enable synthesis across studies

“I Feel Like I’m Safe Again:” the Middle School Experiences of Immigrants in a Multilingual/Multicultural Setting

As the number of immigrants and refugees grows in the US, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase. Given the need for resources and specific attention to linguistic and cultural strategies for these populations, this three year ethnographic study examined the schooling experiences of young adolescent immigrant and refugee students in a small town located in a rural state. Historically a homogeneous area, this community recently became a multilingual/multicultural setting. I documented the schooling experiences of my participants utilizing ethnographic methods including participant observation, interviews, and document analysis. My data describe how immigrant and refugee students internalized middle grades organizational structures such as teaming and multiage grouping. The findings suggest much variability among the students’ experiences, ranging from little or no academic, emotional, and/or social support to such high levels of support that students felt ostracized and disempowered. The implications for researchers center on expanding the current research in middle grades best practice to include a new set of voices, while practical implications focus on creating a safe environment where immigrants can express themselves and feel comfortable asking for the level of support they need

The Effect of Color Stimuli on Physical Performance

The purpose of this study is to examine the influence of color stimuli during exercise on ratings of perceived exertion (RPE), heart rate, performance, and mood disturbance in college-aged women. Hypotheses were based on previous research on the impact of color on RPE, heart rate, physical performance, It was hypothesized that blue and green would decrease RPE and mood disturbance, while increasing physical performance. It was hypothesized that red would exert an opposite effect increasing RPE, heart rate, and mood disturbance while purple appears to exert little to no effect. Methods: Twenty females ubjects participated in the study. The subjects, with a mean age of 20 years, completed five trials. The first trial was the control trial with no color stimulus. Next, subjects completed four randomly assigned experimental trials with emphasis on color presentation. For each trial the exercise protocol (completed on a treadmill) included a three-minute warm up, followed by 15 minutes of sub-maximal exercise determined by the experimenter, and five minutes of maximal exercise determined by the subject. Heart rate was measured every minute and RPE was measured every five minutes. Following the exercise protocol, subjects completed the Profile of Mood States questionnaire. Results and Discussion: Data collection is ongoing at the present time