Historical Trends, Patterns, and Policies in the Middle School Movement (1963-2013)

• In Event: Comprehensive and Critical Review of Current Middle-Level Research and Practice

Abstract

Purpose

This paper formulates a historically-based framework for (re)imagining a vision for the future of the middle school movement rooted in research and policies that have defined the middle school movement from its inception to the present.

Perspectives

This study examined the middle school movement through an exhaustive review and analysis of research and seminal documents related to the middle school movement in the United States.

Methodology and Data Sources

This study used qualitative, historical research methodology to identify patterns within and across data sources. Data sources analyzed included the following: The Middle School Journal; Research in Middle Level Education; Handbooks of Research in Middle Level Education; Middle Grades Research Journal, the National Forum to Accelerate Middle-Grades Reform policy documents, large scale seminal studies (i.e. “Gaining Ground in the Middle Grades: Why Some Schools Do Better) and documents related to Success in the Middle Act (s. 1362). Key words from these texts were coded (Strauss & Corbin, 1998) and themes identified. More than 100 articles were reviewed based on the potential of the content to give a snapshot of the thinking about middle level education, historical understandings, and future directions. For example, from the early decades (1981), we chose “Preparing teachers for the middle grades: A position paper” (Middle School Journal, 12(4), p. 17-19) and more currently (2001) “From Dewey to Beane: Innovation, Democracy, and Unity Characterize Middle Level Education” (Middle School Journal, 32(3), p. 20-24).

Results

This review and analysis of documents related to the middle school movement resulted in the discovery of five themes. Each appears to emphasize the vision of a particular decade and always includes a deep reflective component. These themes are:

•1970-1980: “Could the Middle School be Unique?” (Maertens, 1970). The title captures the questing nature of the early movement as it built a distinctive identity using ideas of teaming, interdisciplinary teaching and the needs of individual children.

•1980-1990: “A Declaration of Independence: a Creed for Middle School Educators” (February 1986 MSJ, p. 4-6). The movement develops a responsive pedagogy related to team teaching, school counseling, block scheduling, student engagement and responsive, interdisciplinary curricula.

•1990-2000: “Developing Quality Middle Schools,” (Glasser, Chance & Bibens, 1990). “Blueprints” for middle school success are created and organized into the principles of successful middle schools (This We Believe, and Now We Must Act”).

•2000-2010: “Reinventing the Middle School” (Dickinson & Butler, 2001)
The blueprint for exemplary middle schools includes a robust research agenda that examines high achieving schools and the needs of special populations.

•2010-Present: “Internationalizing the Field of Education” (Stacki, 2012)
This decade looks globally for ideas related to middle school teacher training and school organization reform. A “signature pedagogy” emerges in middle school teaching.

Scholarly Significance

By taking a comprehensive look at changes and challenges related to the middle school movement, this study locates areas of high need and significance for future research.

Authors

• Mary Beth Schaefer, Saint John's University

• Kathleen Malu, William Paterson University