Overview
Middle School Today is clustered into major themes: adolescent development and identity, the adolescent learner, curriculum and instruction, and the contemporary middle school. The book describes the components related to adolescent development starting with simple principles from psychology regarding the physical, cognitive, and social development of adolescents. The book then explores current trends in research regarding contemporary topics such as trauma informed practices, social emotional learning, and social justice. A large section of the book is devoted to curriculum and instruction. This section will reach both broadly and deeply to the ins and outs of designing instruction, implementing instruction, and assessment across all content areas. Readers will have access to resources for teacher candidates and teacher educators to utilize in practice. Finally, the book explores the historical grounding of middle level education, relying on foundational principles from the Association of Middle Level Education (AMLE) and address how teachers can connect best practices to school settings where implementing best practice may be absent.
Full Product Details
Author: Holly Henderson Pinter ,
Kim K. Winter ,
Kayleigh Kassel ,
Holly Henderson Pinter
Publisher: Bloomsbury Publishing Plc
Imprint: Rowman & Littlefield Publishers
Weight: 0.871kg
ISBN: 9781538198384
ISBN 10: 153819838
Pages: 320
Publication Date: 12 February 2025
Recommended Age: From 18 to 22 years
Audience:
College/higher education
,
Tertiary & Higher Education
Format: Hardback
Publisher's Status: Active
Availability: To order
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.
Reviews
Middle School Today: Current Best Practices for Adolescent Learners is an accessible, practical guide that is conceptually rich, grounded in theory, and illuminated by the practice of responsive education for young adolescent learners. This timely text reflects the state of the field, with sections on inclusive and culturally sustaining learning environments, assessment-driven differentiation, literacy across the curriculum, school scheduling, restorative discipline practices, student mental health, and much, much more. Anecdotes and examples from middle grades classrooms ensure readers with all levels of experience--from preservice teacher candidates to veteran teachers and graduate students--will be able to use the ideas and information in this book to guide effective practice, prompt robust discussion, and foster critical reflection. --David C. Virtue, Taft B. Botner Distinguished Professor of Middle Grades Education, Western Carolina University
Author Information
Holly Henderson Pinter, Ph.D. is an associate professor of middle grades education at Western Carolina University. Holly completed a PhD in 2013 at the University of Virginia. Her teaching and research center on the implementation of standards based mathematical teaching practices, pre-service teacher education policy and practice, and developmentally responsive teaching at the middle level. Holly teaches methods and pedagogy courses in the elementary and middle grades department as well as serving as the Math 1 teacher and instructional liaison at the university’s laboratory school, The Catamount School, and serves as program coordinator for the middle grades education. Kim K. Winter, Ph.D., is the Dean of the College of Education and Allied Professions at Western Carolina University. She is a former Associate Dean at Western Carolina. Kim has also had roles as Associate Professor, Associate Chair and Middle Level Program Director at the University of Texas at Arlington. At the university level, Kim has taught a variety of courses: middle level curriculum, instruction, and assessment, language arts and literacy methods, young adolescent development, ELL methods, and young adult literature. She has taught Language Arts and Writing to both elementary and middle school students in Texas and Indiana. During 2007-2008, Kim took faculty leave and returned to the classroom to teach seventh and eighth grade English/Language Arts. Recent research projects include digital video analysis of and reflection on teaching among pre-service teachers; alignment of state and national English standards; the study of deficit thinking among teacher candidates; and the induction and retention of teachers. Kayleigh Kassel, MAEd serves as the English Language Arts Teacher Leader at The Catamount School (TCS), a lab school, in Western North Carolina. In addition to teaching 6th, 7th, and 8th grade, she also is an adjunct professor for the College of Education at Western Carolina University (WCU). Kayleigh has earned both a bachelor's and master's degrees from WCU in Middle Grades Education with a concentration in literacy. Her research focus is studying trauma-informed practices and the impact of Adverse Childhood Experiences (ACES) on students' needs and success.
