For the past several years, leaders in middle grades education research have strengthened their c... more For the past several years, leaders in middle grades education research have strengthened their call for more methodologically robust quantitative research to address important questions in the field. Recently, two important routes towards addressing this call have emerged: the Middle Grades Longitudinal Study from the National Center for Education Statistics, and a new research agenda from the Middle Level Education Research Special Interest Group of the American Educational Research Association. In this paper, we conduct a content analysis of the items in the forthcoming longitudinal study in light of the extant research agenda. Results indicate that research questions in eight sections of the agenda are moderately to well-addressed by the data, and that the longitudinal study will provide rich contextual data related to many others. The concurrent emergence of the research agenda and this data offers an opportunity for the research community to engage in high-level quantitative r...
Schooling for young adolescents in New Zealand (NZ) is problematic. Although NZ education has an ... more Schooling for young adolescents in New Zealand (NZ) is problematic. Although NZ education has an enviable international reputation, the bipartite primary-secondary system has responded poorly to many young people who struggle to negotiate the transition between the two types of schooling. In this chapter we discuss the emergence of an indigenous middle schooling movement in NZ. We trace the history of middle level schooling from the first middle school in 1894, to a dalliance with a junior high school model in the 1920s, to the founding of the ubiquitous 'intermediate' school in the 1930s and, recently, the development of a handful of middle schools in the 1990s. We then evaluate current research and practice pertaining to middle level schooling in NZ. In particular we focus on current indictments on middle level schooling and recent reform efforts. We conclude by suggesting future directions for the education of young adolescents in NZ.
As school districts, major cities, and entire states in the United States adopt personalized lear... more As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of statewide legislation of personalized learning plans, flexible educational pathways, and proficiency-based assessment. The study used data from interviews with a purposefully selected group of 20 elementary and middle school teachers from 11 schools. Findings revealed teachers’ perceptions of their roles as (a) empowerers, (b) scouts, (c) scaffolders, and (d) assessors, as well as associated strategies within each role that participants perceived to be constructive. The use of role theory illuminated the potential for intrarole conflict and role strain between and among these roles along with the cultural dimensions of the shift to personalized learning.
For the past several years, leaders in middle grades education research have strengthened their c... more For the past several years, leaders in middle grades education research have strengthened their call for more methodologically robust quantitative research to address important questions in the field. Recently, two important routes towards addressing this call have emerged: the Middle Grades Longitudinal Study from the National Center for Education Statistics, and a new research agenda from the Middle Level Education Research Special Interest Group of the American Educational Research Association. In this paper, we conduct a content analysis of the items in the forthcoming longitudinal study in light of the extant research agenda. Results indicate that research questions in eight sections of the agenda are moderately to well-addressed by the data, and that the longitudinal study will provide rich contextual data related to many others. The concurrent emergence of the research agenda and this data offers an opportunity for the research community to engage in high-level quantitative r...
Schooling for young adolescents in New Zealand (NZ) is problematic. Although NZ education has an ... more Schooling for young adolescents in New Zealand (NZ) is problematic. Although NZ education has an enviable international reputation, the bipartite primary-secondary system has responded poorly to many young people who struggle to negotiate the transition between the two types of schooling. In this chapter we discuss the emergence of an indigenous middle schooling movement in NZ. We trace the history of middle level schooling from the first middle school in 1894, to a dalliance with a junior high school model in the 1920s, to the founding of the ubiquitous 'intermediate' school in the 1930s and, recently, the development of a handful of middle schools in the 1990s. We then evaluate current research and practice pertaining to middle level schooling in NZ. In particular we focus on current indictments on middle level schooling and recent reform efforts. We conclude by suggesting future directions for the education of young adolescents in NZ.
As school districts, major cities, and entire states in the United States adopt personalized lear... more As school districts, major cities, and entire states in the United States adopt personalized learning as a reform strategy focused on the co-construction of learning opportunities between teachers and students, educators face shifting roles. This study examined the roles of teachers in personalized learning environments within a policy context of statewide legislation of personalized learning plans, flexible educational pathways, and proficiency-based assessment. The study used data from interviews with a purposefully selected group of 20 elementary and middle school teachers from 11 schools. Findings revealed teachers’ perceptions of their roles as (a) empowerers, (b) scouts, (c) scaffolders, and (d) assessors, as well as associated strategies within each role that participants perceived to be constructive. The use of role theory illuminated the potential for intrarole conflict and role strain between and among these roles along with the cultural dimensions of the shift to personalized learning.
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Papers by Penny Bishop