Internationalizing the Field of Middle Level Education

Stacki, Sandra L.

doi:10.1080/00940771.2012.11461833

Cited by 1 publication

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“…Virtue (2012) posited that international and comparative studies may promote growth and reflection in the American middle level community. Stacki (2012) highlighted the role that we all could play in "educating young adolescents in our global society" (p. 7). There were three distinct categories of international studies: Studies that addressed the influences of various international practices on American settings; studies that compared middle level settings and/or practices among nations; and international reports that described middle level practices found in various countries-predominately English-speaking ones-around the world.…”

Section: -2015: Restrictions and Innovationsmentioning

confidence: 99%

An Historical Overview of the Middle School Movement, 1963–2015

2016

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Over 50 years of articles related to the middle school movement in the United States were examined and analyzed in order to uncover the movement's primary themes associated with practice, research, and policy. Using a qualitative content approach, researchers created themes to represent the movement decade by decade. The years 1963-1979 were identified as the beginning of the Middle School Movement and its search for an identity. The next decade, 1980-1989, was a time of advancement and progress, and the movement became identified with practices, such as team teaching, interdisciplinary curriculum, and advisory. The years 1990-1999 saw pressure on the movement advancing from national policies, but the movement persisted with a sense of hope. To combat challenges to the middle school movement's core beliefs and practices, an era of research on middle school practices emerged, and this research focus characterized 2000-2009. The current decade continued the research focus with an international perspective and efforts to identify and describe a "signature" middle school pedagogy. From this historical perspective, it was determined that core middle school practices must continue to grow and thrive in order to meet the social and academic needs of future generations of young adolescents.

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Section: -2015: Restrictions and Innovationsmentioning

confidence: 99%