The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark resource for researchers, graduate students, policy makers, and practitioners who work in middle level education and associated fields of study. The volume provides an overview of the current state of middle level education theory, research, and policy; offers analysis and critique of the extant literature in the field; and maps new directions for research and theory development in middle level education. The handbook meets a pressing need in the field for a resource that is comprehensive in its treatment of middle level research and international in scope. Chapter authors provide rationales for middle level education research and definitions of the field; discuss philosophical approaches and underpinnings for middle level education research; describe and critique frameworks for quality in middle level education; review research about young adolescent learners, middle level school programming, and educator preparation; and analyze public policies affecting middle level education at national, regional, and local levels.

While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.

The world of middle level education is rapidly evolving. Increasingly, online learning platforms are complementing or replacing traditional classroom settings. As students exchange classroom interaction for online collaboration, pencils for keyboards, face-to-face conversations for chat room texts, and traditional lessons for digital modules, it becomes apparent that teachers, schools, and administrators must identify ways to keep pace. We must identify ways to meet the needs of middle level learners within this digital context. In this volume, researchers and teachers share a variety of resources centered on the growing world of virtual education and its implications for the middle level learner, educator, and classroom.

High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current knowledge base by addressing a curriculum model developed in the 1980s. We add a 2012 knowledge base as we delineate the role of self-perceptions in school-related learning, how middle level curriculum affects self-perceptions, and the type of curriculum planning which enhances self-perceptions and improves learning in the cognitive, affective, and psychomotor domains. The combination of sound psychological principles and practical teaching and curriculum suggestions with an empirical basis makes the book attractive to both higher education and local school professional libraries. In the former it will serve as the primary text in graduate and advanced undergraduate middle level education programs and practices courses. It might also be a primary text in courses or workshops in affective education or other experiences which emphasize affective, values, and self-concept. It also has potential as a supplementary text in undergraduate educational psychology courses. At the in-service level this book could be used as a workshop resource or as a professional reference for middle level teachers, administrators, curriculum workers, and supervisors. Our interest in young adolescents and their school setting coincides with the fourth edition of This We Believe (NMSA, 2010). The self-enhancing school is characterized by “from-to” statements; for example, “from” avoiding parents “to” working with parents. Using theory and research we discuss the costs of staying in the “from” position and the benefits derived from moving to the “to” position. By combining educational psychology and curriculum development we make a unique contribution to middle grades curriculum developers.

Offers middle school teachers practical advice on how they can adapt their instruction methods to meet the needs of diverse students and cope with the emotional challenges they face in the classroom.

This handbook explores the curriculum, instruction and assessment used in middle schools. The essays cover: curriculum integration - history and research; the relationship between middle grades teacher certification and teaching practices; and cohorts in middle level teacher preparation.