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Journal articles on the topic 'Middle school reform'

To see the other types of publications on this topic, follow the link: Middle school reform.

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Bryant, Darren A., and Chunping Rao. "Teachers as reform leaders in Chinese schools." International Journal of Educational Management 33, no. 4 (May 7, 2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.

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2

Strahan, David, Jewell Cooper, and Martha Ward. "Middle School Reform Through Data and Dialogue." Evaluation Review 25, no. 1 (February 2001): 72–99. http://dx.doi.org/10.1177/0193841x0102500104.

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Coleman, Mary Ruth, and James J. Gallagher. "The Successful Blending of Gifted Education with Middle Schools and Cooperative Learning: Two Studies." Journal for the Education of the Gifted 18, no. 4 (October 1995): 362–84. http://dx.doi.org/10.1177/016235329501800402.

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The results of two studies—one focused on gifted students in middle school, and a second focused on gifted students in cooperative learning programs—are presented. In each study, five sites were identified that were successfully blending the school reform initiative (i.e., middle schools or cooperative learning) with gifted education. The studies showed that the needs of gifted students can be met within middle schools and within cooperative learning programs. In each case, however, specific attention to the needs of gifted students was incorporated in the planning and implementation of reform efforts. Ideas for addressing gifted students within the middle schools and within cooperative learning are given.

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4

Ruby, Allen M. "Internal Teacher Turnover in Urban Middle School Reform." Journal of Education for Students Placed at Risk (JESPAR) 7, no. 4 (October 2002): 379–406. http://dx.doi.org/10.1207/s15327671espr0704_2.

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5

Cady, JoAnn. "Implementing Reform Practices in a Middle School Classroom." Mathematics Teaching in the Middle School 11, no. 9 (May 2006): 460–66. http://dx.doi.org/10.5951/mtms.11.9.0460.

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As a Middle School Instructor, I categorized myself as a teacher who followed the NCTM's recommendations for teaching mathematics in the middle school (NCTM 2000). However, after entering a doctoral program in mathematics education, I realized that there was more to implementing the Standards in my classroom than using manipulatives and asking “why” questions. My research focused on preservice teachers' implementation of practices recommended by NCTM during their clinical experiences and as first-year teachers. These novice teachers were overwhelmed when placed in their own classrooms and had difficulty implementing Standards-based practices during their first year of teaching. Limited planning time, limited class time to engage in discussion, traditional textbooks, and assessment pressures were cited as constraints that prevented them from implementing Standards-based practices (Cady 2002).

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6

SOFO, RON. "Voices Inside Schools: Beyond NCLB and AYP: One Superintendent's Experience of School District Reform." Harvard Educational Review 78, no. 2 (July 1, 2008): 391–409. http://dx.doi.org/10.17763/haer.78.2.r203q61g53q81327.

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In this Voices Inside Schools essay, Ron Sofo, a school district superintendent in western Pennsylvania, argues that schools need bottom-up solutions more than topdown mandates if they are to prepare all students to meet twenty-first-century workforce demands. Framing the discussion in terms of his district's reform model — the "New 4 Rs" of rigor, relevance, relationships, and reflection — Sofo describes how one middle school developed a multifaceted, classroom-level intervention to support struggling learners. He then explains how that effort was scaled up to other grades and how insights from the initiative reverberated throughout the district. In telling his story, Sofo depicts the instructional reforms his staff undertook, the challenges they encountered, and the early indications of their success. His essay offers a window into the complex process of instructional reform at the classroom, school, and district levels.

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Noonan, James. "In Here, Out There: Professional Learning and the Process of School Improvement." Harvard Educational Review 84, no. 2 (June 13, 2014): 145–61. http://dx.doi.org/10.17763/haer.84.2.3qh5661426wn4356.

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In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage in the deep learning that transformative change requires. Noonan finds that at Fields Middle School, district-initiated redesign is built around an expansive view of learning that embraces uncertainty, collaboration, and reflection as catalysts for broad and sustained school improvement. He illuminates school transformation efforts that hinge on adult learning and an understanding of schools as learning organizations, in contrast to reform efforts that adopt linear and hierarchical views of teaching and learning.

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8

Gaudio, Angelo. "Giovanni Gozzer and the reform of secondary schools in Italy during the Seventies." Rivista di Storia dell’Educazione 8, no. 1 (May 26, 2021): 61–69. http://dx.doi.org/10.36253/rse-10362.

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This article deals with the role played by Giovanni Gozzer in opposition to the secondary school reform in Italy during the second half of the Seventies. Drawing on the arguments of the international debate, which he knew in great detail, he defended the ongoing middle school reforms of 1962 but opposed the proposals for the secondary school reforms, considering them to be promoted principally by the communist party which even seemed to succeed in holding sway over the left-wing reformist Christian democrats.

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9

Morante-Brock, Sandra. "The Common Core State Standards: School Reform at Three Suburban Middle Schools." Journal of School Public Relations 35, no. 2 (April 1, 2014): 207–41. http://dx.doi.org/10.3138/jspr.35.2.207.

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10

Gray, Elizabeth, and Rebecca Lowenhaupt. "Reinventing Middle School Using Design Thinking: Managing Reform at an Independent School." Journal of Cases in Educational Leadership 24, no. 3 (February 10, 2021): 39–48. http://dx.doi.org/10.1177/1555458921991214.

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This case presents how the leadership team and faculty of a small, independent school used design thinking to respond to a competitive marketplace and desire for enrollment growth in the middle grades. The new middle school head came in with a mandate for substantial change and sought to engage all stakeholders in a process of redesign and program renewal. The case describes how leaders involved the school community in the Design Thinking protocol to solve intangible design problems. It explores leadership challenges presented by this approach, including strategies to address these challenges.

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11

Cauley, Kathleen M., and John T. Seyfarth. "Curriculum Reform in Middle Level and High School Mathematics." NASSP Bulletin 79, no. 567 (January 1995): 22–30. http://dx.doi.org/10.1177/019263659507956705.

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12

Andrews, P. Gayle, P. Elizabeth Pate, and Angela G. Fiske. "Multiple Change Agents Work for Middle Grades School Reform." Middle School Journal 35, no. 2 (November 2003): 31–45. http://dx.doi.org/10.1080/00940771.2003.11494534.

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13

Clark, Sally N., and Donald C. Clark. "Middle Level School Reform: The Rhetoric and the Reality." Elementary School Journal 93, no. 5 (May 1993): 447–60. http://dx.doi.org/10.1086/461734.

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14

Peng, Bo, Chuanling Zhang, Feng Peng, Xuezhong Sun, Xiayu Tian, Xiaorui Ma, Ruihua Pang, Yanfang Sun, Wei Zhou, and Quanxiu Wang. "The Status Quo and Reform Thinking of the Talent Training Mode of Biology Teachers in Middle School." Journal of Education and Learning 9, no. 6 (November 12, 2020): 84. http://dx.doi.org/10.5539/jel.v9n6p84.

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It has always been one of the hot spots of the whole society to improve teachers’ quality and ability. With the progress of the era and the rapid development of biology, it puts forward higher requirements for the cultivation of biology teachers of middle school. How to cultivate a large number of high-quality biology teachers of middle school with good ethics and outstanding abilities is a focus problem worth exploring. There are some problems in the traditional training mode of biology normal students, such as backward teaching idea, unreasonable teaching arrangement and uneven teaching level. In view of these problems, normal universities should take a series of reform measures to promote the professional development of middle school biology teachers. Therefore, this paper summarizes the reform necessity, current situation and existing problems of the talent training mode. It also puts forward a series of reform measures on the talent training mode in the aspects of learning, innovation and reflection. Thus, this paper will provide important reference for the reform of talent training mode of middle school biology teachers in the future.

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Cohodes, Sarah R., Elizabeth M. Setren, and Christopher R. Walters. "Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector." American Economic Journal: Economic Policy 13, no. 1 (February 1, 2021): 138–67. http://dx.doi.org/10.1257/pol.20190259.

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Can schools that boost student outcomes reproduce their success at new campuses? We study a policy reform that allowed effective charter schools in Boston, Massachusetts to replicate their school models at new locations. Estimates based on randomized admission lotteries show that replication charter schools generate large achievement gains on par with those produced by their parent campuses. The average effectiveness of Boston’s charter middle school sector increased after the reform despite a doubling of charter market share. An exploration of mechanisms shows that Boston charter schools compress the distribution of teacher effectiveness and may reduce the returns to teacher experience, suggesting the highly standardized practices in place at charter schools may facilitate replicability. (JEL H75, I21, I28)

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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.

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Mavrinac, Marilyn. "Conflicted Progress: Coeducation and Gender Equity in Twentieth-Century French School Reforms." Harvard Educational Review 67, no. 4 (December 1, 1997): 772–96. http://dx.doi.org/10.17763/haer.67.4.gn44u7662177165p.

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Since the Third French Republic was established in 1875, French education has operated under a mandate to provide compulsory citizenship training to all children and to select an elite group of talented students who will receive a more rigorous form of schooling. In the twentieth century, France has experienced two major education reform movements aimed at democratizing this mandate — one between 1920 and 1930, and the other between 1960 and 1980. Both reform waves concentrated on changing the selection process for this elite group, which had almost exclusively included middle- and upper-class males. In these waves of change, which resulted in the standardization and centralization of France's schools, much attention was paid to issues of class, but little was paid to issues of gender equity. Mavrinac examines the effects of these reforms on gender equity and the effects of increased school centralization on girls' access to equitable education. She concludes by highlighting the lack of connection between movements for school reform and gender equity proposals and suggests that, despite its modification in recent years, the patriarchal structure of the educational bureaucracy remains powerfully in place.

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18

Mitchell, Jane, Cushla Kapitzke, Diane Mayer, Victoria Carrington, Lisa Stevens, Nan Bahr, Donna Pendergast, and Lisa Hunter. "Aligning School Reform and Teacher Education Reform in The Middle Years: An Australian case study." Teaching Education 14, no. 1 (April 2003): 69–82. http://dx.doi.org/10.1080/10476210309389.

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Lin, Li. "A Brief Discussion of the Reform of the Upper Middle School Graduation Examination System and Its Impact on Middle School Education: The reform of the upper middle school graduation examination system and the specific methods of carrying out this reform." Chinese Education & Society 26, no. 6 (November 1993): 71–82. http://dx.doi.org/10.2753/ced1061-1932260671.

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20

Choi, Jeong Hoon, Jessica M. Meisenheimer, Amy B. McCart, and Wayne Sailor. "Improving Learning for All Students Through Equity-Based Inclusive Reform Practices." Remedial and Special Education 38, no. 1 (August 2, 2016): 28–41. http://dx.doi.org/10.1177/0741932516644054.

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The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used with seven urban elementary or elementary/middle schools and seven matched comparison schools in the same district. Results suggest significantly larger growth for experimental school students in math and no statistically significant difference in reading score growth between experimental and comparison schools. However, reading score growth for experimental schools was statistically significant in a post hoc analysis of selected schools. Additional descriptive analysis is presented for three schools that implemented the model with the highest measured fidelity; these schools made improvements on both reading and math scores while those of matching comparison schools decreased.

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Toh, Yancy, Wei Loong David Hung, Paul Meng-Huat Chua, Sujin He, and Azilawati Jamaludin. "Pedagogical reforms within a centralised-decentralised system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1247–67. http://dx.doi.org/10.1108/ijem-10-2015-0147.

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Purpose The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning. Design/methodology/approach The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms. Findings There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers. Research limitations/implications Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts. Originality/value In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.

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Heying, Liu, Jia Quanqing, and Liu Runzhi. "Structural Reform of Rural Middle and Primary School Education, Hebei (1985)." Chinese Education & Society 27, no. 5 (September 1994): 82–89. http://dx.doi.org/10.2753/ced1061-1932270582.

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23

Shaked, Haim, and Chen Schechter. "School Middle Leaders’ Sense Making of a Generally Outlined Education Reform." Leadership and Policy in Schools 18, no. 3 (April 5, 2018): 412–32. http://dx.doi.org/10.1080/15700763.2018.1450513.

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Slater, Jana Kay. "Using Regional School Networks to Orchestrate Reform in California Middle Grades." Elementary School Journal 93, no. 5 (May 1993): 481–93. http://dx.doi.org/10.1086/461736.

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Mac Iver, Martha Abele, and Douglas J. Mac Iver. "Urban Middle-Grade Student Mathematics Achievement Growth Under Comprehensive School Reform." Journal of Educational Research 102, no. 3 (January 2009): 223–36. http://dx.doi.org/10.3200/joer.102.3.223-236.

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Clark, Vicki L. Piano, Jessica A. West, Sam Stringfield, and Jacinda K. Dariotis. "Implementation of the International Studies Schools Network (ISSN) Reform Model." International Journal of Educational Reform 26, no. 3 (July 2017): 224–32. http://dx.doi.org/10.1177/105678791702600303.

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This case study examined the implementation of Asia Society's International Studies Schools Network (ISSN) model in two schools funded for three years (2011–2014) through the Ohio Network of Education Transformation. Documents, interviews, and observations were gathered over two years (2013–2015) for two schools. One year post-funding, the high school's implementation of the ISSN model was thriving and the middle school was struggling to maintain its implementation. Several dimensions emerged from the data analysis to help explain the differences between the schools’ ISSN implementation and to suggest lessons learned specific to the ISSN reform model.

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Oeur, Freeden. "The Respectable Brotherhood: Young Black Men in an All-boys Charter High School." Sociological Perspectives 60, no. 6 (April 27, 2017): 1063–81. http://dx.doi.org/10.1177/0731121417706071.

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Neoliberal public school reform has revitalized efforts to open unique all-male schools for black boys. Existing research stresses how these black male academies nurture resilience but has failed to examine what makes these schools distinctive. Drawing on one year of ethnographic research, this article demonstrates how Northside Academy, an all-male charter high school, built a respectable brotherhood. Modeled after elite all-male institutions, Northside’s classics curriculum and professional uniform marked its young men as having disciplined minds and bodies, destined for college and a middle-class future. Yet to maintain legitimacy within a competitive environment, the school community drew moral boundaries between its exceptional young men and those delinquent boys most in crisis. This engaged a respectability politics where upwardly mobile black men reject their more marginalized peers for failing to reform their character. This study’s findings extend knowledge of single-sex public schools and of the impact of increased competition under neoliberalism.

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Siegel-Hawley, Genevieve, Stefani Thachik, and Kimberly Bridges. "Reform With Reinvestment: Values and Tensions in Gentrifying Urban Schools." Education and Urban Society 49, no. 4 (April 26, 2016): 403–33. http://dx.doi.org/10.1177/0013124516643763.

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As cities across the country experience an influx of White and middle- to upper-class residents, new opportunities for the integration of urban schools emerge. Yet crucial challenges persist even when equity and inclusion are a focus for new stakeholders. This article explores the story of a largely White group of parents committed to investing in and reforming their gentrifying neighborhood’s elementary school. Given the numerous tensions that ensued, fostering leadership, equity, and intercultural awareness remains vital to ensuring that the new urban diversity also produces just and inclusive schools.

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BALFANZ, ROBERT, ALLEN RUBY, and DOUGLAS Mac IVER. "Essential Components and Next Steps for Comprehensive Whole-School Reform in High Poverty Middle Schools." Yearbook of the National Society for the Study of Education 101, no. 2 (April 4, 2005): 128–47. http://dx.doi.org/10.1111/j.1744-7984.2002.tb00079.x.

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Suyatno, Suyatno. "Integrated Islamic Primary School In The Middle-Class Muslims Indonesia Conception." Analisa 22, no. 1 (June 1, 2015): 121. http://dx.doi.org/10.18784/analisa.v22i1.148.

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<p>In the reform era, there are interesting developments regarding the trend of parental choice of education in Indonesia, when the Middle-class Muslim more interested send their children to schools based on strong basic religious (Islamic). This study aims to answer the question why Islamic Primary School attracted many parents of Middle-class Muslim? The method of data collection is done by indepth interviews, participant observation, and documentation. The results showed that the preferences of parents in educating their children in SDIT is influenced by the three factors, namely; theological, sociological, and academic factors. Theological factors are reasons based on considerations of religion. Sociological factors associated with increasing image of Islamic schools. Academic factors related to the ability SDIT in achieving high academic achievement for their students. The position of the teacher as a murabby (moral guide) into the carrying capacity of the school principal. Murabby<em> </em>position makes the relationship between teacher and student is not merely a formal relationship in school, but as the relationship between parent and a child at home as well. Therefore, the future development of primary schools need to consider the quality of religious education in order to attract parental choice of education of the Middle-class Muslim.</p>

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Erickson, Matthew J., Karen H. Larwin, and Robert S. Isherwood. "Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation." Journal of College Teaching & Learning (TLC) 10, no. 4 (September 30, 2013): 213–22. http://dx.doi.org/10.19030/tlc.v10i4.8118.

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The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.

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Mayer, Daniel P. "Do New Teaching Standards Undermine Performance on Old Tests?" Educational Evaluation and Policy Analysis 20, no. 2 (June 1998): 53–73. http://dx.doi.org/10.3102/01623737020002053.

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As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Do these new standards undermine student performance on old tests? This question is investigated by examining whether middle and high school algebra students taught in a manner consistent with the National Council for Teachers of Mathematics Professional Standards performed differently on three standardized algebra assessments than students taught in traditional classrooms. The data come from 94 teachers, 2,369 students, and 40 schools in one of the nation’s largest school districts. Results indicate that the Standards do not undermine performance on the old tests. In fact, middle school algebra students whose teachers spent more time using the NCTM teaching approach had higher growth rates than students whose teachers spent less time using the approach. However, students with higher ability levels benefited more. The growth rates of the lowest achieving students, the high school students (who are disproportionately Black and poor), were not helped or hindered by the NCTM teaching approach. If, as other studies indicate, the new standards help students on more novel tests, the finding that students benefit or at least are not hurt on traditional tests strengthens the case for implementing the NCTM reforms.

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Ellerbrock, Cheryl, Katherine Main, Kristina Falbe, and Dana Pomykal Franz. "An Examination of Middle School Organizational Structures in the United States and Australia." Education Sciences 8, no. 4 (October 15, 2018): 168. http://dx.doi.org/10.3390/educsci8040168.

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The middle school concept, aimed at creating a more developmentally responsive learning environment for young adolescents, gained a stronghold in the later part of the 20th century. Proponents of this concept have argued continually for the holistic implementation of its six key characteristics if its benefits are to be realized. These characteristics include: (a) a challenging, integrative, and exploratory curriculum; (b) varied teaching and learning approaches; (c) assessment and evaluation that promote learning; (d) flexible organizational structures (i.e., including the physical space, scheduling, and grouping of students and teachers); (e) programs and policies that foster health, wellness and safety; and (f) comprehensive guidance and support services. Recently, Ellerbrock, Falbe, and Pomykal Franz identified key middle school organizational structures of people, place, and time as being interconnected and integral to effective middle school practices. Main also demonstrated the interconnected nature of these key characteristics and how organizational structures of people affected the successful implementation of other characteristics. Thus, how these organizational structures can and are being implemented has implications for our understanding of the effectiveness of other middle school practices. In this paper, researchers from both the United States and Australia examine and compare literature published between 2000 and 2018 addressing ways in which middle school/middle years organizational structures have been reported and categorized by structures of people, place, and time in these two countries. Pertinent literature related to organizational structures of middle schools in the United States and to middle years education in Australia was examined. Findings from studies and evaluations from each country are reported to provide an international perspective on the organizational structures of middle schools/middle years education across the two countries. Overall, since 2000, the body of knowledge about middle schools/middle years organizational structures has been surprisingly limited in comparison to their perceived importance in the field. This lack of research is concerning in the midst of educational reform in both countries, resulting in questions about the impact of school organizational structures on young adolescent development and learning.

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Knapp, Mariella, Michaela Kilian, and Tamara Katschnig. "Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria." Journal of Pedagogy 11, no. 1 (June 1, 2020): 59–82. http://dx.doi.org/10.2478/jped-2020-0004.

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AbstractEducation policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.

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Kerckhoff, Alan C., Ken Fogelman, and Jennifer Manlove. "Staying Ahead: The Middle Class and School Reform in England and Wales." Sociology of Education 70, no. 1 (January 1997): 19. http://dx.doi.org/10.2307/2673190.

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36

Rosario, José R. "Guiding principles are not enough: on thinking, folly, and middle school reform." Journal of Education Policy 5, no. 3 (July 1990): 273–81. http://dx.doi.org/10.1080/0268093900050308.

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Carroll, William M. "Geometric Knowledge of Middle School Students in a Reform-based Mathematics Curriculum." School Science and Mathematics 98, no. 4 (April 1998): 188–97. http://dx.doi.org/10.1111/j.1949-8594.1998.tb17415.x.

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38

Reys, Robert, Barbara Reys, David Barnes, John Beem, and Ira Papick. "What is Standing in the Way of Middle School Mathematics Curriculum Reform?" Middle School Journal 30, no. 2 (November 1998): 42–48. http://dx.doi.org/10.1080/00940771.1998.11494573.

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39

Craig, Cheryl. "Characterizing the human experience of reform in an urban middle-school context." Journal of Curriculum Studies 35, no. 5 (September 2003): 627–48. http://dx.doi.org/10.1080/0022021032000145732.

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Chapman, Christopher. "From hierarchies to networks." Journal of Educational Administration 57, no. 5 (September 9, 2019): 554–70. http://dx.doi.org/10.1108/jea-12-2018-0222.

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Purpose Historically, the school effectiveness and improvement movement has focussed its attention on “within school” factors associated with effectiveness and improvement and on the individual school as the primary unit of analysis for improvement and scrutiny purposes. More recently, research has focussed on school-to-school collaboration and engagement with a broader range of services and providers has highlighted the need for more adaptive and nuanced forms of collaboration and partnership. The purpose of this paper is to explore this complex landscape from the perspective of educational reform of the middle tier in Scotland. Design/methodology/approach This paper draws on perspectives associated with socio-cultural theory, its application to public service settings and insights gained from research and evaluation outcomes over a five-year period. Findings This paper focusses on the establishment of Regional Improvement Collaboratives in Scotland; an example of an attempt to generate system-wide change and a shift from the hierarchical cultures characterised by bureaucratic organisations to more egalitarian cultures characterised by mutualistic, laterally networked organisations. It highlights the importance of structure and cultural change, identity and agency, leadership capacity, outward perspectives, primacy of learning and teaching and variations and complexities in creating a more networked and collaborative education system. It offers cautions concerning potential unintended consequences in the quest to develop a “self-improving” or “learning system”. Practical implications This paper highlights the importance of maintaining and building social cohesion between different stakeholders within educational systems in order to support the implementation of educational reform. Originality/value This is the first documentation and reflective analysis for an ambitious reform agenda for the middle tier in Scotland. Its value lies in the lessons and considerations it offers to other systems embarking on reforms that endeavour to build more cohesive and agile education systems, without opening them up to neo-liberal approaches to education.

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L'Esperance, Mark, David Strahan, and Vernon Farrington. "Nurturing School Culture and Raising Academic Achievement through Dialogue: A Case Study in Middle School Reform." International Journal of Educational Reform 10, no. 1 (January 2001): 46–63. http://dx.doi.org/10.1177/105678790101000104.

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Shippen, Margaret E., David E. Houchins, Mary Beth Calhoon, Carolyn F. Furlow, and Donya L. Sartor. "The Effects of Comprehensive School Reform Models in Reading for Urban Middle School Students With Disabilities." Remedial and Special Education 27, no. 6 (November 2006): 322–28. http://dx.doi.org/10.1177/07419325060270060101.

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Leonard, Lisa M., and Dyanne M. Tracy. "Using Games to Meet the Standards for Middle School Students." Arithmetic Teacher 40, no. 9 (May 1993): 499–503. http://dx.doi.org/10.5951/at.40.9.0499.

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It is evident that our society as a whole needs to take a new look at the way mathematics is taught. The National Council of Teachers of Mathematics (NCTM) has publ ished documents to establish a broad framework that will lead to the transformation of the teaching and learning of mathematics. The Curriculum and Evaluation Standards (1989) calls for a reform in school mathematics based on societal and economic needs. The Professional Standards for Teaching Mathematics (1991) makes suggestions for teachers about ways to change their mathematics teaching behaviors on the basis of the curriculum standards. It will take time to educate teachers and administrators about both documents.

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Kangas, Sara E. N., and Megan Cook. "Academic Tracking of English Learners With Disabilities in Middle School." American Educational Research Journal 57, no. 6 (April 22, 2020): 2415–49. http://dx.doi.org/10.3102/0002831220915702.

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Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

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Silver, Rachel. "“Nothing but Time”: Middle Figures, Student Pregnancy Policy, and the Malawian State." African Studies Review 62, no. 4 (April 15, 2019): 110–33. http://dx.doi.org/10.1017/asr.2019.2.

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Abstract:This article explores state/NGO/funder relations in Africa through an ethnographic case study of Malawi’s Readmission Policy. The Policy, which banned the permanent expulsion of pregnant girls from school in 1993, underwent a formal, government-led review in 2016. By focusing attention on the daily work of “middle figures”—the mid-level civil servants, NGO representatives, and consultants who participated in the policy reform process—this article shows how state disempowerment in Malawi was not wholesale, even as aid funding for development policymaking bypassed government. Rather, government actors deployed key strategies, including time (mis)management, to reclaim moral authority over Malawian schools.

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Whang, Nai-Ying. "An Exploration of School Organization Metaphors and Their Contribution to School Change." SAGE Open 11, no. 1 (January 2021): 215824402110061. http://dx.doi.org/10.1177/21582440211006137.

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This study explores the development of organizational theory through understanding comprehensive resources of metaphors and the synergy of these metaphors’ changes in momentum. The comprehensive resources of organizational metaphors emphasize that exploration and detection of the complementary relationship between multiple metaphors can promote the development of organizational theory and the acquisition of generic competence requirements to stimulate the synergistic momentum for school reform and to respond to student needs. In this study, questionnaires were used to analyze the opinions of 409 school members across 28 middle schools. The questionnaire explored 17 metaphors and their qualitative meanings. Subsequently, according to the meanings of the metaphor momentum, 41 principals, administrative staff, teachers, and parents were interviewed. The results demonstrate that with bureaucracy as the core of the thought, machine metaphor, community metaphor, politics metaphor, organism metaphor, and brain metaphor interact to promote the development of school organization theory to stimulate school change.

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Dudley, Peter A., Martin J. Pratt, Christine Gilbert, Jon Abbey, Jean Lang, and Helen Bruckdorfer. "Cross-school ‘close-to-practice’ action research, system leadership and local civic partnership re-engineering an inner-city learning community." London Review of Education 18, no. 3 (November 13, 2020): 390–407. http://dx.doi.org/10.14324/lre.18.3.05.

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This article presents two sequential case reports of how 60 schools in the London Borough of Camden used action research in three phases of development of their local school system reform, from a traditional council-led, top-down model of centrally based professional development and monitoring of schools, to one that is schools-led and ‘bottom-up’ in nature, but still in close partnership with its local council and community. The article uses a sociocultural lens through which to view this journey of self-reform, tracking change through three evolutions of the sociocultural model as professional learning becomes situated in classrooms and between schools in Camden, as motivations to develop and change become increasingly intrinsic and less driven by fear of failure or the consequences of failure. Of critical importance is the feedback-rich context created by adoption of enquiry- and coaching-based learning models at classroom, organizational and system levels. This both fuels and is fuelled by the strategic collaboration of head teachers and by system leadership also provided by middle leaders, whose increased cross-school agency builds improvement capacity and collaborative capital. The article does not report on the action research alone: unlike many accounts of action research for change, this account provides a narrative backdrop in which to locate both scientific and system developments. This is provided through three short vignettes that place the changes reported in a societal, political and community context, without whose energetic actors (in the form of local political and community leaders and school governors) the local ‘civic governance’ so strongly behind these reforms, would not have existed.

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Evans, Retta R., Catheryn Orihuela, and Sylvie Mrug. "Middle School Stakeholder Perceptions of School Nutrition Reform Since the Healthy, Hunger-Free Kids Act of 2010." American Journal of Health Education 52, no. 5 (August 4, 2021): 276–87. http://dx.doi.org/10.1080/19325037.2021.1955226.

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Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

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With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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Brand, Stephen, Robert Felner, Minsuk Shim, Anne Seitsinger, and Thaddeus Dumas. "Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety." Journal of Educational Psychology 95, no. 3 (September 2003): 570–88. http://dx.doi.org/10.1037/0022-0663.95.3.570.

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