Tapping the Experts in Effective Practices: Students as Educators in Middle Grades Professional Development

Autor/inn/en	Downes, John M.; Bishop, Penny A.; Nagle, James F.
Titel	Tapping the Experts in Effective Practices: Students as Educators in Middle Grades Professional Development
Quelle	In: Middle School Journal, 48 (2017) 4, S.27-35 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2017.1343057
Schlagwörter	Middle Schools; Middle School Students; Student Role; Faculty Development; Educational Benefits; Adolescents; Student Participation; Models; Student Attitudes; Teacher Attitudes; Consultants; Inclusion; Teacher Student Relationship; Middle School Teachers; Summer Programs; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Bildungsertrag; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Schülerverhalten; Lehrerverhalten; Consultant; Berater; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sommerkurs; Lehrerfortbildung
Abstract	Although middle grades proponents call for specialist teacher preparation, and often herald student voice as critical to successful middle grades programs, young adolescents are rarely provided a role in teacher education. In this article, we explore the potential of student involvement in middle grades teacher education. We first briefly examine the benefits of student involvement in teacher education in general. Next, we describe the context of a summer professional development institute in which young adolescents assist and support the development of teachers, outlining the methods we used to examine our practices. Then, we share teachers' and students' perceptions of the model, highlighting specific approaches and promising practices. Finally, we offer recommendations and remaining questions for integrating students into middle grades teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01