Identifying effective middle schools: Comparing perceptions of school community groups

From the earliest reports regarding middle level education to the most recent ones, teacher learning has been central to effective middle level schools. Alexander, Williams, Compton, Hines, and Prescott (1968) asserted, Even the most enthusiastic and well-qualified teachers must have the support of congenial organizational framework, abundant resources, pertinent inservice programs, and appropriate procedures to assure continued optimum performance (p. 88). In the seminal Turning Points document, the Carnegie Council on Adolescent Development (1989) highlighted how teachers working collectively can solve problems, experience professional support and less isolation, and coordinate instructional programs. In Turning Points 2000: Educating Adolescents in the 21st Century, Jackson and Davis (2000) recommended that middle level schools not only be staffed with teachers who are expert at teaching young adolescents but also engage teachers in ongoing, targeted professional development opportunities. More recently in This We Believe: Keys to Educating Young Adolescents, National Middle School Association (NMSA, now Association for Middle Level Education [AMLE], 2010) named ongoing professional development as one of its 16 tenets, explaining, is ... initiatives (p. 30).It is important that professional development experiences provide continued participation over an extended period of time, collaborative approaches, and ongoing assessment of the effectiveness of the professional development initiatives. (p. 30)Professional development experiences can take many forms, yet collaborative organizational models, in particular, can facilitate teachers' discussions about professional readings, student work and data, instructional practices and assessment techniques, and school improvement goals. The professionalization of teaching is dependent upon teachers having opportunities to contribute to the development of their own knowledge, engage in collegial relationships, and grow intellectually throughout the process (Holmes Group, 1986). Such collegiality among teachers can exist teachers work together on shared project toward some shared goal through mutually constructed contributions (Angelle & Anfara, 2008, p. 52). Despite the focus on collaborative teacher learning, too many teachers, including middle grades teachers, still work in isolation and engage solely in individual professional development.The purpose of this article is to explore organizational models for teacher learning that are being used in middle level schools, including common planning time, professional learning communities, and critical friends groups. After offering brief definition of each model of teacher learning, we describe the theoretical underpinnings of the models, summarize the relevant research regarding the use of these models, and offer concluding remarks with implications for middle level education.Agreeing on language regarding the organizational models that support teacher learning is good starting point. First, common planning time is a regularly scheduled time during the school day when teachers who teach the same students meet for joint planning, parent conferences, materials preparation, and student evaluation (Kellough & Kellough, 2008, p. 394). It affords interdisciplinary teams of teachers- teachers from different content areas (e.g., language arts, mathematics, science, social studies)-time to collaborate. Second, professional learning communities are collaborative teams of teachers who routinely analyze their practice for the purpose of improving student achievement (DuFour, DuFour, & Eaker, 2008). Often, they are organized in discipline-specific groups or teams. Third, critical friends groups are groups of teachers who gather regularly to consider ways to improve student learning through collaboration and inquiry. Unique to critical friends groups is the use of structured protocols. …

Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact—they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of the social fabric of the school, and middle schools are challenged to create a positive school experience for all students. This article focuses on how Special Olympics Unified Champion Schools (UCS) can advance developmental responsiveness and social equity in the middle grades through schoolwide social inclusion of students with ID. Data from a multi-year national evaluation provides evidence that UCS can support middle schools to create a positive school experience for all students that aligns with Association for Middle Level Education’s essential attributes of education for young adolescents (i.e., responsive, challenging, empowering, equitable, engaging), addresses the developmental and social needs and interests of young adolescents, and meets benchmarks for high-performing schools set forth by the National Forum to Accelerate Middle-Grades Reform’s Schools to Watch (STW) Program®. STW Program criteria establish a framework for schools to commit to an environment that prioritizes what is best for the developing adolescent, including adolescents with ID.

With a growing emphasis on student achievement as a result of No Child Left Behind (NCLB) and a strong emphasis on accountability (National Middle School Association, 2003), schools are searching for ways to improve student learning and achievement. According to Gabriel (2005), teachers can make a difference in schools because they are aware of the issues related to learning and, therefore, know what is needed to make learning a school priority. Indeed, many researchers agree that both teaching and school are factors that result in improved student learning and achievement (Gabriel, 2005; Krovetz & Arriaza, 2006; Marzano, Waters, & McNulty, 2005; NMSA Research Committee, 2003). The points emphasized in National Middle School Association's (NMSA) This We Believe regarding teacher development and courageous are particularly germane to this discussion. National Middle School Association (2003) established priorities for middle level schools in the position paper, This We Believe. These priorities focus on middle level teacher preparation and continuous professional development addressing how to work effectively with middle grades students. Central to the mission of establishing successful middle school environments is the notion of courageous and collaborative leadership. Courageous and collaborative leaders have as their top priority high standards not only for students but teachers, ancillary staff, and administrators (Beal & Arnold, 2005; National Middle School Association, 2003). High-performing middle schools have highperforming, learning-centered leaders - principals and teachers - working collaboratively to enhance student learning (NMSA Research Committee, 2003, p. 61). Research has documented that skilled and highly effective teachers make a positive difference in student learning and achievement (National Middle School Association, 2003; NMSA Research Committee, 2003). Research has also shown that more time spent on quality professional development means more effective teaching. Hence, NMSA asserts that more research is needed that connects quality professional development to student learning outcomes. This article examines the results of a teacher leader training model entitled Project Achieve, which focuses on improving middle level teaching performance and student achievement. The teacher leader model was implemented at an urban middle school during the 2005-2006 academic year. The premise of Project Achieve is that when teachers are given opportunities to improve their teaching practice through on-site, personalized, professional development by teacher leaders, increased student learning follows naturally. Perspectives National Middle School Association asserts that teachers must be committed to holding high expectations for middle level students by providing them with rigorous content and developmentally appropriate practices to achieve higher levels of academic success (McEwin & Dickinson, 2005). In addition, principals of quality middle schools positively influence instruction by making educating students a top priority and establishing a system to monitor student progress (National Middle School Association, 2003). Accordingly, teachers and leaders must recognize that achievement is related to factors both extrinsic and intrinsic to schooling (Krovetz & Arriaza, 2006). Extrinsic factors such as socio-economic status, parental education, early stimulation, and cognitive factors all contribute to a student's ability to succeed in school. Intrinsic factors are related to classroom and school practices, teachers' belief systems, and the socio-cultural dynamics of the school environment. This article focuses on the intrinsic factors found in skillful teaching and leadership that translate into increased learning for all students (p. 53). To be effective, teachers must * Believe that all students are capable of learning. …

Since William Alexander’s (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes designed to prepare candidates to teach grades 5–9. Because of questions raised about content and consistency of these programs, this study systematically documents components of undergraduate middle level teacher preparation programs in 1,324 institutions from 50 states and the District of Columbia. The findings reveal that even though 45 states have explicit mandates for middle level certification, licensure or endorsement, almost half of the institutions preparing teachers for grades 5–9 do not offer courses or experiences specific to middle level education or young adolescents.

International organizations that advocate for the education of young adolescents, such as the Association for Middle Level Education (AMLE) based in the United States and Adolescent Success based in Australia, call for specially qualified teachers who understand the unique nature and needs of this age group regardless of the school level or grade configuration. This chapter highlights the importance of adolescence as a unique period of development that requires intentional approaches to curriculum and pedagogy and, thus, training. It then introduces the 15 case studies from 11 different countries around the world as well as a glossary of common terms used throughout the text.

Middle school students go through a variety of changes as they transition from childhood to adolescence. Early adolescence is a period of tremendous variability among youngsters of the same gender and chronological age, according to the National Middle School Association (NMSA, 2003, p. 3). The changes and variability have implications for middle school counselors seeking to foster the growth, development, and of early adolescents. While school counseling has roots in developmental practice, middle school counseling programs and counselors in particular must be developmentally responsive. Even though there is currently some debate about the efficacy of the middle school concept (Swaim, 2004), the unique characteristics of early adolescents must be considered in developing school counseling programs designed to meet the needs of early adolescents, regardless of the school configuration in which one works (e.g., K-8, 7-8, 6-8). The primary goal for school counseling programs is to and enhance student learning (Campbell & Dahir, 1997, p. 11). responsive middle school counseling programs, activities, and interventions address the heterogeneity and academic, personal/social, and career development of students. For example, middle school counselors facilitate early adolescents' educational and career decision making and goal setting with an increase in choices available (e.g., academic tracks, extracurricular opportunities). Further, middle school counselors' expertise can be used to promote student engagement in and parental involvement in their children's education. These types of activities often are designed to facilitate the key transitions from one educational level to the next (e.g., elementary to middle to high school). The ASCA National Model[R] (American School Counselor Association, 2003) and the counseling approach of Developmental Advocacy (Galassi & Akos, 2004) provide an overarching framework for middle school counselors striving to foster and strengthen the academic, personal/social, and career development of middle school students. Developmental advocacy can be used to enhance a comprehensive middle school counseling program designed to address the needs of early adolescents. According to NMSA (2003), Developmentally responsive middle level schools promote abundant opportunities for students to develop and maintain healthy minds and bodies and to understand their personal growth (p. 31). Developmental advocacy emphasizes proactive approaches to help students build skills and to enhance the asset-building capacity of the school (NMSA, p. 155). NMSA (2003) recommended multifaceted guidance and support services (p. 7) and noted that counselors, as specialists in the schools, use their expertise to collaborate with teachers and administrators to promote student development and progress. Collaborating with various stakeholders (e.g., teachers, parents) to create an environment conducive to development and is critical for students. Such an environment is characterized by safety and support, high expectations, active learning, an adult advocate for each student, and partnerships with families and communities (NMSA). While the middle school concept is relatively new, there is limited research or scholarship about school counseling with early adolescents. One goal of this special issue was to present relevant articles that will facilitate the understanding and implementation of developmentally responsive middle school counseling programs. Another goal was to address issues relevant to the development of early adolescents and to present implications for middle school counseling programs. …

Schools are considered to be one of the safest places where children are seen on a daily basis and are under the supervision of teachers who are trained and equipped caregivers. Children are victims of all forms of abuse, punishment, neglect, discrimination, and ill-treatment within the school setting. Though there are various policies and programmes at international and national levels, addressing child protection has been a serious challenge for every community. Children need to be protected and any acts that hamper their well-being and safety need to be curbed. The objective of this chapter is to critically evaluate school-based child-protection programmes and suggest a model of child protection through positive schooling. Positive schooling is an approach to create a healthier and safer school environment. Positive schooling emphasises inclusiveness, strength-based education, developing character strengths, creating least restrictive environments, and fostering well-being among the school community, including students and teachers. It aims at creating a positive culture where every learner gets equal opportunities to learn and develop. It gives value to overall well-being of the individual and happiness within the learning environment. It promotes positive teaching strategies without the use of punishment and pressure. The positive culture within the school environment would promote peer support and collaboration, preventing bullying and abuse. Learners and facilitators would respect and support each other, focusing on strengths rather than weakness, which would, in turn, create an inclusive environment accommodating everyone. The chapter also highlights the need for: trained professionals, like counsellors, in school settings; stronger school-based polices; and the need for collaboration among school administrators, counsellors, teachers, and parents.

BackgroundThe Healthy Options for Nutrition Environments in Schools (Healthy ONES) study was an evidence-based public health (EBPH) randomized group trial that adapted the Institute for Healthcare Improvement’s (IHI) rapid improvement process model to implement school nutrition policy and environmental change.MethodsA low-income school district volunteered for participation in the study. All schools in the district agreed to participate (elementary = 6, middle school = 2) and were randomly assigned within school type to intervention (n = 4) and control (n =4) conditions following a baseline environmental audit year. Intervention goals were to 1) eliminate unhealthy foods and beverages on campus, 2) develop nutrition services as the main source on campus for healthful eating (HE), and 3) promote school staff modeling of HE. Schools were followed across a baseline year and two intervention years. Longitudinal assessment of height and weight was conducted with second, third, and sixth grade children. Behavioral observation of the nutrition environment was used to index the amount of outside foods and beverages on campuses. Observations were made monthly in each targeted school environment and findings were presented as items per child per week.ResultsFrom an eligible 827 second, third, and sixth grade students, baseline height and weight were collected for 444 second and third grade and 135 sixth grade students (51% reach). Data were available for 73% of these enrolled students at the end of three years. Intervention school outside food and beverage items per child per week decreased over time and control school outside food and beverage items increased over time. The effects were especially pronounced for unhealthy foods and beverage items. Changes in rates of obesity for intervention school (28% baseline, 27% year 1, 30% year 2) were similar to those seen for control school (22% baseline, 22% year 1, 25% year 2) children.ConclusionsHealthy ONES adaptation of IHI’s rapid improvement process provided a promising model for implementing nutrition policy and environmental changes that can be used in a variety of school settings. This approach may be especially effective in assisting schools to implement the current federally-mandated wellness policies.

Aims This study assessed support for increases in sexuality education and sexual health services for both middle school and high school students. Data is essential to reinforce change in communities with limited sexuality education, services, and related policy, yet with high rates of teen pregnancy and STDs/HIV. Methods A 22-item survey was developed after an extensive review of existing instruments and feedback from an expert panel. Questions addressed support for specific sexuality education topics and sexual health services at middle and high school levels. Through a University research-polling center, Random-Digit-Dialing methodology for landlines (26.9%) and cell phones (71.3%) was implemented. Surveys were conducted in English and Spanish. The resulting sample included 615 completed surveys. Results Despite wide differences in party identification, median household income, population density and racial make-up, the counties’ aggregate opinions were very supportive of sexuality education and sexual health services. Of eight sexuality education topics presented, ‘HIV and STDs’ received the highest support (91% middle school, 96% high school) and ‘Gender and Sexual Orientation’ received the lowest (71% middle school, 78% high school). Of four sexual health services presented, ‘Testing for STDs/HIV’ received the highest level of support (61% middle school, 82% high school), while ‘Providing Condoms’ received the lowest (49% middle school, 69% high school). Additionally, most participants (84-90%) would allow their children to participate in grade level appropriate sexuality education, most (85-89%) support teaching both abstinence and birth control, yet almost half (47%) do not know if sexuality education is taught in their districts. Demographic differences will be presented along with participant perceptions of adolescent sexual behaviors. Conclusions Overwhelming support for increasing efforts to improve sexual health among adolescents exits. Findings from this study can be used to advance initiatives addressing unplanned pregnancy, STD/HIV infection, healthy relationships and active consent. This data supports components of evidence-based programs and current national efforts to improve adolescent sexual heath.

The majority of the time that students spend writing in class is not spent doing so because they are motivated to write; instead, the focus is on improving the student's abilities, typically through the completion of brief writing assignments, as well as on the cognitive approaches and mechanics of writing. In other words, the majority of the time that students spend writing in class is not spent doing so because they are motivated to write. Even though study on writing motivation and writing success has just recently begun to garner greater attention, early data reveal that the two variables interact with one another. The purpose of this study was to investigate the correlations between the students' levels of desire to write, their estimations of the worth of their writing triumphs, and their degree of self-belief as writers in a manner that was distinct from how we investigated the correlations between the students' levels of desire to write and their estimations of the worth of their writing triumphs. Our research mainly focused on junior high and senior high schools. We triangulated the results by employing writing examples from students, writing TOWL-4 (Test of Written Language-IV) scores, and teacher ratings of students' writing ability. Because they demonstrate a substantial correlation between students' levels of writing success in middle school and high school and their level of drive to write, the findings of this study lend weight to previous research on writing motivation. This is because previous research on writing motivation has focused on the topic of writing motivation. It was discovered that there is a link between the degree of success pupils have with their writing in middle and high school. There is a need for more research if we are going to have a thorough grasp of the linkages between students' writing motives and the different identities they bring to their writing. This understanding will allow us to serve kids better. It is likely that if we carry out this further analysis, the results of this study will turn out to be more convincing.

The psychological well-being of students is a critical aspect of their overall development, influencing academic performance, social relationships, and adaptability. Physical education (PE) has been identified as a key contributor to mental health, offering benefits such as stress reduction, emotional stability, and improved mood. This study aims to systematically review the literature on the impact of PE and related factors on students' psychological well-being. This study employs a systematic literature review (SLR) approach, adhering to PRISMA guidelines. Relevant articles published between 2019 and 2024 were sourced from databases such as Scopus and Web of Science, using keywords like "physical education" and "psychological well-being." After a rigorous screening process, 13 studies were included for in-depth analysis. Data were extracted systematically, focusing on methodologies, sample characteristics, and key findings. The review highlights five main findings. First, teachers' need-supportive behaviors enhance students' motivation and well-being, while need-thwarting behaviors negatively impact psychological outcomes. Second, interventions in school environments, particularly those promoting physical activity, foster mental health and social connections. Third, the COVID-19 pandemic disrupted physical activity levels, leading to a decline in mental health, especially among active students. Fourth, regular exercise, particularly light to moderate intensity, significantly improves cognitive and emotional well-being. Finally, protective factors like resilience, mindfulness, and social support mitigate stress and strengthen psychological stability. The findings emphasize the interconnected roles of teacher behavior, school environment, physical activity, and personal resilience in shaping students' mental health. Holistic approaches integrating these elements can enhance the effectiveness of PE in promoting well-being. The pandemic underscored the need for adaptive strategies to maintain physical activity during crises. Physical education, supported by need-sensitive teaching, positive school environments, and personal resilience, is pivotal in fostering students' psychological well-being. The insights from this review provide actionable recommendations for educators and policymakers to design interventions that promote holistic student development.

California Passes Nation’s First Law on School Start Times

The achievement gap stands as one of the top priorities framing educational policy through the past half-century. The middle school level amplifies this gap especially in urban areas. The role of principal leadership in closing the achievement gap is key. The purpose of this study was to examine the relationships between the leadership styles of principals assigned to Title I middle schools, staff longevity, school climate, and overall school achievement. The researcher applied a non-experimental, ex-post facto research design to investigate the research hypotheses. Utilizing the Google Survey Platform, 290 staff members across 30 middle schools within a large urban school district in southeast Florida, completed a survey which included questions related to longevity, and the Multifactor Leadership Questionnaire (MLQ Form 5x). Results of the school district’s School Climate Survey, Staff Form, were employed to gauge school climate. Hierarchical linear regression analyses revealed several significant positive associations between transformational leadership and numerous of the academic areas explored (e.g., reading learning gains of the lowest quartile, math proficiency, and social studies proficiency). In contrast to what was predicted, transactional leadership, also positively predicted some of the academic achievement factors evaluated (e.g., math proficiency, and math learning gains). Staff longevity negatively predicted school grade. Staff climate positively predicted math proficiency, and math learning gains. On the other hand, staff climate negatively predicted school grade, the three factors related to reading achievement (e.g., proficiency, learning gains, and learning gains of the lowest quartile), and social studies proficiency. New research questions arose as a result of the investigation. Further research is recommended that examines the leadership variables explored within a larger sample, and in other geographical areas with similar demographics. As well, additional research is suggested involving staff longevity and school climate alongside a measure of collective instructional efficacy where urban schools are concerned.

The primary purpose of this study was to determine the linkage between work motivation derived from the expectancy theory and perceived organizational effectiveness derived from the Parsonian framework. School characteristics of community type, school size, and school socioeconomic status were used as predictor variables in the study. A secondary purpose was to examine these linkages in middle schools and to examine changes over time. Mixed methodologies, including quantitative and qualitative research techniques, were employed. The data were analyzed using the school and the individual teacher as units of analyses. To test the hypotheses, a multiple regression procedure was employed. The quantitative results of this study, based on a survey in 30 middle schools which included the perceptions of 659 middle school teachers, showed that work motivation and the three school characteristics were significant predictors of perceived organizational effectiveness when using the individual teacher as the unit of analysis. School size was found to be the best predictor of the criterion variable when using the school or the individual teacher as the unit of analysis. In the four middle schools selected as case study schools, middle school teachers were observed and interviewed at the end of the first semester The findings are presented as case analyses and as a cross case analysis between schools. The four case studies were conducted to further investigate the perceptions of middle school teachers on work motivation and organizational effectiveness. The case studies supported the hypotheses and added additional depth to the study. The interview questions revealed additional findings about teacher expectations, student effect on effort levels, and middle school teachers need for feedback. Although the cross case analysis revealed many differences between the schools, the schools were generally divided into the following groups: schools with teachers with high forces of work motivation and schools with teachers with low forces of work motivation. The groups were similar in teacher certification and experience, mean ages of teachers, and teacher expectations. As organizational effectiveness becomes more accepted as a multi-dimensional concept and with accurate measures of these complex variables, greater understandings of schools as organizations are possible.

School rules constitute a set of regulations designed to guide student behavior and create an orderly, safe, and conducive learning environment, thereby playing a strategic role in shaping students’ disciplinary character. This study aimed to describe the implementation of school rules and analyze their contribution to the formation of students’ disciplinary character at MTs Sholihiyyah Kalitengah Mranggen Demak. The study employed a descriptive qualitative approach with data collected through observation, in-depth interviews, and documentation, drawing on sources including the principal, teachers, students, and school records. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings show that the implementation of school rules is carried out through socialization, habituation, supervision, and the application of reward-and-sanction systems, all of which demonstrably contribute to the development of students’ disciplinary character. This contribution is evident in improved punctuality, compliance with dress codes, orderliness during learning activities, and respectful attitudes toward teachers. The main supporting factors include teachers’ role modeling, parental involvement, and a positive school environment, while inhibiting factors comprise low awareness among some students, inconsistencies in rule enforcement, and negative influences from outside the school environment. The study concludes that school rules implemented consistently and supported by exemplary conduct and school–parent collaboration play an important role in strengthening students’ disciplinary character at madrasah tsanawiyah and can serve as a basis for developing more systematic character education policies.