Understanding Middle School Teachers' Levels of Efficacy to Meet the Needs of Young Adolescents

Autor/in	Daniels, Erika
Titel	Understanding Middle School Teachers' Levels of Efficacy to Meet the Needs of Young Adolescents
Quelle	In: Middle Grades Review, 8 (2022) 3, Artikel 5 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Students; Early Adolescents; Middle School Teachers; Student Needs; Teacher Effectiveness; Teacher Competencies; Knowledge Level; Adolescent Development; Self Esteem; Student Behavior; Social Emotional Learning; Stress Variables; Self Efficacy; Classroom Techniques; Teacher Student Relationship; Grade 6; Grade 7; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Wissensbasis; Self-esteem; Selbstaufmerksamkeit; Student behaviour; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Kalifornien
Abstract	Middle school students are in even more need of social and emotional support due to the cognitive, social, and emotional changes occurring at this stage of their development (Caskey & Anfara, 2014), and their teachers are key players in providing what is needed. Unfortunately, there are few Institutions of Higher Education that offer programs or coursework focused on young adolescents' unique and specific needs (Howell et al., 2016). This contrasts with calls for school contexts that are intentionally designed to support young adolescents (Bishop & Harrison, 2021) and raises questions about whether and how middle school teachers are prepared to meet the wide-ranging needs of their students. Therefore, the purpose of this study was to understand how middle school teachers feel about their skills and knowledge in terms of supporting students' cognitive, social, and emotional needs. The teachers' perspectives shed light on ways educator preparation programs might refine and enhance their curriculum and instruction to better meet teachers' needs in terms of supporting middle school students most effectively. Five themes arose from data analysis, which were (a) appreciation of young adolescents, (b) knowledge of young adolescent development, (c) confidence and growth, (d) strategies for working with young adolescents behaviorally and academically, and (e) external stressors. The findings offer insights for teachers, teacher education programs, and school districts to create supportive and productive educational contexts for all learners. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01