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Middle School Today

Holly Henderson Pinter | Kim K. Winter | Kayleigh Kassel
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A01=Holly Henderson Pinter
A01=Kayleigh Kassel
A01=Kim K. Winter
Academic Self
Adolescent Brain
adolescent development
adolescent learner
AMLE
assessment
Association for Middle Level Education
Author_Holly Henderson Pinter
Author_Kayleigh Kassel
Author_Kim K. Winter
Best Practices
Category=JN
Category=JNLB
Category=JNT
classroom dynamics
climate of safety
Co-teaching
community
culturally relevant management
culturally responsive teaching
culturally sustaining pedagogy
curriculum
differentiation
diversity
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equity
executive functioning
fluency
formative assessment
gender
grades
history
identity
inclusion
Inclusive Environments
instruction
instructional strategies
interdisciplinary teams
language and communication
learning outcomes
LGBTQIA+
listening
literacy
middle grades
middle level education
middle school
mindfulness
Multi-tiered Systems of Support
organization
pedagogy
philosophy
phonics
Physical Development
Physical Self
positive behavior intervention support
pre-service teachers
programming
reading
Related Services
resilience
restorative practices
rubrics
self-assessment
self-efficacy
self-regulation
sexual identity
Social Emotional Learning
social justice
Social Self
speaking
Special Education
Specially Designed Instruction
standards and objectives
structure
summative assessment
theory of learning
Trauma
Universal Design for Learning
vertical alignment
vocabulary
writing

Product details

  • ISBN 9781538198384
  • Weight: 871g
  • Dimensions: 178 x 254mm
  • Publication Date: 12 Feb 2025
  • Publisher: Bloomsbury Publishing Plc
  • Publication City/Country: US
  • Product Form: Hardback
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Description
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.
About Holly Henderson Pinter | Kayleigh Kassel | Kim K. Winter

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.

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