The number of middle level schools adopting 1:1 laptop programs has increased considerably during the past decade (e.g., Lowther, Strahl, Inan, & Bates, 2007;Storz & Hoffman, 2013; Texas Center for Educational Research, 2009). The cornerstone practices of the middle school concept (National Middle School Association, 2010), therefore, often serve as the backdrop for 1:1 implementation. The purpose of this qualitative study was to examine the intersection between 1:1 program implementation and the characteristics of effective middle schools associated with the middle school concept over a fouryear period. Through ongoing participant observation, individual interviews, focus groups, and reviews of digital student work and documents, we explored the implementation of a 1:1 program by one middle school team that also espoused the middle school concept. We begin by providing perspectives on 1:1 programs and on the middle school concept from research and theoretical lenses. We then describe the qualitative methodology we employed to conduct this study. Next, we present an analysis of our findings, illustrating the opportunities, tensions, and trajectories that appeared when we examined 1:1 implementation alongside the characteristics of effective middle level schools. Finally, we explore the implications of these findings for middle level educators, school leaders, and other stakeholders as they adopt 1:1 programs in schools for young adolescents.

Interdisciplinary teaming in middle schools has increased dramatically over the past few decades (McEwin, Dickinsen & Jensen, 2003); nevertheless, students have rarely been consulted as important sources of insight into this practice (Dickinsen & Erb, 1997) of two or more teachers sharing the responsibility for instruction, curriculum, and assessment of a common group of students (NMSA, 1995). The purpose of this study was to describe and analyze young adolescents' perceptions of effective interdisciplinary teaming. Qualitative methods were employed to describe, analyze, and interpret the perceptions of 77 middle level students from three middle schools. A multi-genre approach was used to represent the findings, including analytic writing, student-produced photographs, narrative vignette, and poetic transcription. Findings indicated that students felt like trusted members of a community, viewing themselves as self-disciplined and self-directed learners. Students perceived themselves to be growing in confidence, independence, and tolerance, gaining leadership and collaborative skills, and belonging to a family. Data indicate that when schools are organized to support multi-year teams, and when students are invited to collaborate in team governance and learning, many students report positive personal growth. ________________________________

This article examines the use of Twitter as a learning tool in a middle grades science classroom. Relevant research, the direct experience of the teacher leading this unique initiative, and the invaluable perspectives of his middle level students are included to inform interested stakeholders. Following a discussion of open versus closed digital environments, a rationale for why open forms of social media, like Twitter, can be appropriate for middle grades students is explored. The ways in which one author integrates Twitter into his teaching is then described before student outcomes are explained, including the voices and perspectives of students themselves. Finally, the challenges teachers might face in using Twitter with students are discussed and recommendations are offered for those considering integrating social media into their pedagogy.