A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA
This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced str...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-05-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/6/549 |
| _version_ | 1797595220398833664 |
|---|---|
| author | David C. Virtue Holly H. Pinter |
| author_facet | David C. Virtue Holly H. Pinter |
| author_sort | David C. Virtue |
| collection | DOAJ |
| description | This case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., <i>This We Believe</i>), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences. |
| first_indexed | 2024-03-11T02:34:09Z |
| format | Article |
| id | doaj.art-e835ebf0433940b0ae8e96e493f2ea15 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T02:34:09Z |
| publishDate | 2023-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e835ebf0433940b0ae8e96e493f2ea152023-11-18T10:05:52ZengMDPI AGEducation Sciences2227-71022023-05-0113654910.3390/educsci13060549A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USADavid C. Virtue0Holly H. Pinter1School of Teaching and Learning, Western Carolina University, Cullowhee, NC 28723, USASchool of Teaching and Learning, Western Carolina University, Cullowhee, NC 28723, USAThis case study describes responsive approaches to middle grades education and teacher education at Laboratory Middle School (LMS), a subunit of the college of education in a public university in the southeastern USA. LMS was established with a mission to serve rural students who had experienced struggles in the regular school system and to serve as a clinical site for the preparation of middle grades teachers, counselors, and school nurses. Many students at LMS have faced challenges due to physical or cognitive exceptionalities or because of traumatic experiences. Thus, programs and practices in the school must respond to the developmental stage of the young adolescents whom it serves, as well as the many varied individual needs of the learners. The conceptual frame for the study is “responsiveness” as defined by seminal middle-level literature (e.g., <i>This We Believe</i>), and the theoretical underpinnings are constructed from theories of stage–environment fit and human ecology. The study employs a case study design and qualitative methods of data collection and analysis. The case report describes the LMS context and details manifestations of responsiveness at LMS organized in three categories: (a) culture and community; (b) curriculum, instruction, and assessment; and (c) leadership and organization. The authors offer four sets of implications for the design and delivery of responsive programming in middle-level schools: (a) a holistic approach to young adolescent education; (b) commitment to continuous improvement; (c) theoretical pragmatism in pedagogical practices, programs, and policies; and (d) engagement of preservice teachers in immersive field experiences.https://www.mdpi.com/2227-7102/13/6/549case studieslaboratory schoolsmiddle-level educationresponsive teachingUSA |
| spellingShingle | David C. Virtue Holly H. Pinter A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA Education Sciences case studies laboratory schools middle-level education responsive teaching USA |
| title | A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA |
| title_full | A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA |
| title_fullStr | A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA |
| title_full_unstemmed | A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA |
| title_short | A Case Study of Responsive Middle Grades Education in a Laboratory Middle School in the USA |
| title_sort | case study of responsive middle grades education in a laboratory middle school in the usa |
| topic | case studies laboratory schools middle-level education responsive teaching USA |
| url | https://www.mdpi.com/2227-7102/13/6/549 |
| work_keys_str_mv | AT davidcvirtue acasestudyofresponsivemiddlegradeseducationinalaboratorymiddleschoolintheusa AT hollyhpinter acasestudyofresponsivemiddlegradeseducationinalaboratorymiddleschoolintheusa AT davidcvirtue casestudyofresponsivemiddlegradeseducationinalaboratorymiddleschoolintheusa AT hollyhpinter casestudyofresponsivemiddlegradeseducationinalaboratorymiddleschoolintheusa |