Appendix B: MLER MGLS Crosswalk
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This spreadsheet is a crosswalk between the MLER Research Agenda and the Questions from the MGLS. MLER Research Question Areas are copied across the sheet for ease of use. Question numeric codes are taken from NCES 2017c. The Question Short Summaries were shortened from the NCES question text by the researchers. The citation for this document is Olofson, M., & Bishop, P.A. (2018). Crossing MGLS with the Middle Grades Research Agenda: A Guide for Researchers. Middle Grades Review 4(2). Please note that you may need to resize your browser or adjust the frozen rows and columns for maximum utility.
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Section:Student QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent QuestionnaireStudent Questionnaire
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Question Numeric Code:4020101402010240201044020105402010640201104020111402010340201074020108405060140506024050603405060440506054050606405030140503024050303405030440504014050402405040340504044080111408011240202104020230402025040202804020290402026040202704024120402411040209024020904402090340211014021102402110340211044021105402110640211074021108402110940211104021111402120140212024021203402120440212054021206401020140102024010203401020440102054010303401060140106024010603401060440106054010606401050140105024010503401050440105054030101403010240301034030104403010540302014030202403020340801014080102408010340801044080105404010140401024040103404020040402014040202404020440402034110300
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MLER Topic AreaMLER Research Question AreaMLER Research QuestionMLER Research SubquestionMLER Research Sub-SubquestionQuestion Short Summary:School sportsMath or science clubsPerforming arts, such as music, dance, and/or theaterStudent GovernementSchool yearbook, newspaper, or literary magazineMedia arts, such as animation, computer graphics, or video gamesVisual arts, such as painting, sculpture, or potteryOther school clubsOther school-sponsored activitiesIn what other school-sponsored activities did you [participate/participate as an officer, leader, or captain]? Please type your answer.You have a certain amount of intelligence and you can't really do much to change it.Your intelligence is something about you that you can't change very much.No matter who you are, you can change your intelligence.You can learn new things, but you can't really change your basic intelligence.You can always change your intelligence.No matter how much intelligence you have, you can always change it quite a bit.I am certain I can learn everything taught in math.I am sure I can do even the most difficult homework problems in math.I am confident I can do all the work in math class if I don't give up.I am confident I can do even the hardest work in my math class.Math will be useful for me later in life.Math helps me in my daily life outside of school.Being someone who is good at math is important to me.I enjoy doing math.What time do you usually wake up on school days?What time do you usually go to sleep on school nights?Working on arts and/or crafts?Playing organized Non-school sports?Participating in a Non-school organized group activity, like 4-H, Scouts, or youth group?Singing, playing a musical instrument, creating or performing music, dancing, or acting?Journaling or your own creative writing?Doing other activities or hobbies?What other activities do you do outside of school? Please type your answer.Do you receive an allowance?Have you ever been paid to do work outside of the home? (Do Not include chores, helping around the house, or an allowance you might receive.)How often do you use the internet outside of school to do homework or school assignments?How often do you go somewhere other than home or school to access the internet when trying to do your homework or school assignments?How often do you have a problem with your internet at home when trying to do your homework or school assignments?Watch video clips for fun on YouTube, Instagram, Snapchat, or other sites?Look up information online for your own interests (for example, using Google, Reddit, Tumblr, or other sites)?Play video games, computer games, or mobile games?Video chat through programs like Facetime, OoVoo, or Skype?Message with friends using texting, KIK, iMessage, Snapchat, WhatsApp, or some other app?Post photos, videos, or updates on social media sites (such as Twitter, Instagram, Facebook, Snapchat, or Ask.fm)?Send emails to friends, family members, teachers, or others?Make your own digital art or music (such as painting, graphics, videos, music)?Write computer programs (code) or develop apps?Do some other activity using a computer, tablet, phone, or similar device?What other activity do you do using a computer, tablet, phone, or similar device? Please type your answer.On a typical weekday, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for school-related activities?On a typical weekday, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for all other activities that are Not school-related?On a typical weekend day, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for school-related activities?On a typical weekend day, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for all other activities that are not school-related?How much time do you spend reading, not counting school work or any school-assigned reading On the average weekdayHow much time do you spend reading, not counting school work or any school-assigned reading: On the average weekend dayI feel like a real part of my school.People Notice when I'm good at something.Other students take my opinions seriously.People are friendly to me.I'm included in lots of activities.I feel safe at this school.Physical conflicts (fights) among students.Students bullied other students.Students yelled and screamed at the teachers.Teased you, made fun of you, or called you names?Told lies or untrue stories about you?Pushed, shoved, slapped, hit, or kicked you?I get along well with my teachers.My teachers listen to what I have to say.If I need extra help, I receive it from my teachers.My teachers treat me fairly.My teachers care about my feelings.My classmates think it is important to be my friend.My classmates like me the way I am.My classmates care about my feelings.My classmates like me as much as they like other classmates.My classmates really care about me.Attend classes regularly?Get good grades?Work hard in school?Did you wake up feeling tired?Did you have trouble falling asleep?Did you have trouble staying asleep?Did you move a lot when you slept / had restless sleep?Did you have trouble staying awake while sitting in class or watching TV?Did you have a headache?Did you have aches, pains, or soreness in your muscles or joints?Did you have a stomachache?Have a hard time seeing things in the distance?Have a hard time seeing the board in your classroom?Have a hard time seeing things close-up (like letters on paper)?How often do you wear eyeglasses or contact lenses to help you see better?Have you been told by a professional like an eye doctor that you need glasses or contact lenses to help you see better?Are you Hispanic or Latino/Latina?
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Developmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental AspectsDevelopmental Aspects
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Areas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of DevelopmentAreas of Development
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What are the key areas of development for young adolescents?
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In what ways is early adolescence a critical time for aspects of development?4050601405060240506034050604405060540506064080111408011240202104020230402025040202804020290402026040202704080101408010240801034080104408010540401014040102404010340402004040201404020240402044040203
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What areas are "make or break" at this stage?40506014050602405060340506044050605405060640801114080112
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In what ways does brain development impact early adolescence?
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What is the impact on physical health?40201014020104408011140801124020230402026040202704080101408010240801034080104408010540401014040102404010340402004040201404020240402044040203
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What is the impact on physiological development?402010140201044080111408011240202104020230402025040202804020290402026040202704080101408010240801034080104408010540401014040102404010340402004040201404020240402044040203
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What is the impact on executive functions?4050601405060240506034050604405060540506064020230402025040202604020270
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What is the impact on social cognition?40201014020102402010440201054020106402011040201114020103402010740201084020230402025040202804020260402027040211044021105402110640211074010201401020240102034010204401020540103034010601401060240106034010604401060540106064010501401050240105034010504401050540301014030102403010340301044030105403020140302024030203
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What is the impact on emotional health and development?40201014020102402010440201054020106402011040201114020103402010740201084020210402025040202804020290402026040202704010201401020240102034010204401020540103034010601401060240106034010604401060540106064010501401050240105034010504401050540301014030102403010340301044030105
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Educator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator PracticesEducator Practices
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What teaching, counseling, and leadership practices have a positive impact on young adolescent development?40102014010202401020340102044010205401030340105014010502401050340105044010505
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In what ways do successful middle grades educators address physical, socio-emotional, and intellectual development through their instructional decision making?
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In what ways do successful middle grades educators discourage gender/sexuality stereotypes (research emphasizes that gender/sexual identity becomes very influential in the middle grades)?4010201401020240102034010204401020540103034010601401060240106034010604401060540106064010501401050240105034010504401050540301014030102403010340301044030105
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In what ways do middle grades educators discourage other stereotypes (e.g., socio-economic status, race/ethnicity, gender orientation, sexual orientation)?4010201401020240102034010204401020540103034010601401060240106034010604401060540106064010501401050240105034010504401050540301014030102403010340301044030105
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In what ways do successful middle grades educators encourage students to develop stronger growth-oriented mindsets?4050601405060240506034050604405060540506064050301405030240503034050304405040140504024050403405040440105014010502401050340105044010505
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In what ways do successful middle grades educators encourage stronger mastery orientations toward learning?40506014050602405060340506044050605405060640503014050302405030340503044050401405040240504034050404
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Cultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural ResponsivenessCultural Responsiveness
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Student Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity DevelopmentStudent Experiences and Identity Development
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What are the experiences of marginalized youth in today’s middle grades? 40201014020102402010440201054020106402011040201114020103402010740201084020210402023040202504020280402029040202604020270402412040241104020902402090440209034021101402110240211034021104402110540211064021107402110840211094021110402111140212014021202402120340212044021205402120640102014010202401020340102044010205401030340106014010602401060340106044010605401060640105014010502401050340105044010505403010140301024030103403010440301054030201403020240302034110300
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How can the field better elucidate the voices of marginalized students when conducting research on middle grades practices? 4110300
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What does it mean to acculturate vs. assimilate for today’s young adolescents? 403020140302024030203
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How are young adolescents choosing to identify vs. how are they being forced to identify? 405060140506024050603405060440506054050606405030140503024050303405030440504014050402405040340504044110300
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What are the larger socio-cultural historical discourses at play in the construction of marginalized youth identities?
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What funds of knowledge do marginalized young adolescents draw on in the process of constructing their identities? 403020140302024030203
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What is the role of intersectionality in understanding the identity development of young adolescents? 4110300
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What are the needs of different groups of young adolescent immigrants?
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What are the differing needs between various groups of immigrants and refugees?
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How do marginalized students in the middle grades respond to national standards?
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How Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching PracticesHow Teachers Enact Culturally Responsive Teaching Practices
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How do we create critical consciousness in teacher candidates and middle grades teachers?
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How do we create critical consciousness in all middle grades students?
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How can teachers address the needs of early adolescents in a classroom with multiple subgroups without essentializing any one group’s experiences?
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What does it look like when teachers from different backgrounds/identities successfully implement culturally responsive practices?
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What are the experiences of middle grades teachers from marginalized backgrounds?
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What are the interrelated connections between middle schools, communities, families, and students when investigating culturally responsive pedagogy?
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How do teachers support LBGTQ students within their classrooms?
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How Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching PracticesHow Schools Support Student Identity Development and Culturally Responsive Teaching Practices
44
How can the school environment be used to support positive cultural/ethnic identity development?40201014020102402010440201054020106402011040201114020103402010740201084030201403020240302034110300
45
How can the middle grades concept be used to enhance educators’ culturally responsive practices for young adolescents from marginalized backgrounds?
46
Which culturally responsive middle grades practices apply across subpopulations and which are group specific?4110300
47
Which elements of the middle grades concept help support the development ofequity for marginalized populations andcan these findings be generalized?
48
What barriers exist to implementing middle grades concepts in schools with majority minoritized populations?4030201403020240302034110300
49
What is the state of culturally responsive middle schools west of the Midwest?4110300
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Special PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial PopulationsSpecial Populations
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Gifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and TalentedGifted and Talented
52
How are students with advanced abilities successfully being identified and supported in middle grades classrooms?
53
What practices in identification and teacher preparation are being used to correct the underrepresentation of children who are limited English proficient, disabled, or from lowincome backgrounds?
54
What are the perceptions of and assumptions about the prevalence and characteristics of low income, high-ability children held by middle grades teachers, school psychologists, and administrators?
55
How are views about the prevalence and characteristics of low income, high-ability children formed?
56
How can productive views of low income, high ability learners be cultivated?
57
What are the components of successful middle school-based or outside-of-school program/intervention models designed to support middle grades low-income, high ability learners? 4020102
58
How are the national standards being adopted for advanced and gifted middle grades students?
59
How are middle schools nurturing the social and emotional development of gifted children? 402010240201044020105402010640201104020108
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InclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusionInclusion
61
How is inclusion defined and implemented in the middle grades?
62
What are the roles of general education and special education teachers who participate in inclusion models in the middle grades?
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How are teacher preparation programs preparing general education and special education teacher candidates to work in inclusion models in the middle grades?
64
What support is provided to general education teachers and special education teachers who participate in inclusion models in the middle grades?
65
How is the effectiveness of inclusion models assessed in the middle grades?
66
Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)Respones to Intervention (RTI)
67
How can the RTI model be effectively implemented in middle grades settings?
68
How can middle school content area teachers provide greater support and differentiation in their instruction for all students (Tier 1)?
69
What interventions have the greatest impact on the reading achievement of struggling middle grades readers (Tiers 2 and above)?
70
What assessments provide the best information for screening (i.e., identification for intervention) and progress-monitoring (meeting students’ individual needs in interventions)?
71
TechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnologyTechnology
72
How do teachers of special populations support inquiry with technology in classrooms under conditions of varying or limited resources?
73
How does access to technologies for learning interface with the developmental trajectories of early/mid-adolescents, particularly those with disabilities?402090240209044020903402110140211024021103402110440211054021106402110740211084021109402111040211114021201402120240212034021204
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How does technology use influence or make visible cognitive, social, physical, and/or linguistic changes in middle grades settings? 40211014021102402110340211044021105402110640211074021108402110940211104021111
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How can teachers support developmentally appropriate selfregulatory behaviors in special population students?
76
How do special populations take up new interactions and social roles in the presence of technologies?40211014021102402110340211044021105402110640211074021108402110940211104021111
77
How does the use of classroom technologies influence the relational aspects of teaching middle grades learners from special populations?40212014021203
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How do teachers use technologies to build relationships with students from diverse backgrounds?4021107
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How do students and parents from diverse backgrounds usetechnologies to build relationships with teachers?4021107
80
How is appropriate access to technology determined and maintained for special population students?40209024020904402090340211014021102402110340211044021105402110640211074021108402110940211104021111
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How can educators help students from special populations move from accessing technology for entertainment to using technology to learn?402090240209044020903402110140211024021103402110440211054021106402110740211084021109402111040211114021201402120240212034021204
82
What roles and responsibilities do parents assert in determining technology use both in and out of school for their children from special populations?
83
What are the costs (e.g., financial, social, physical, emotional) of unequal access to technologies for middle grades learners from special populations?40209024020904402090340211014021102402110340211044021105402110640211074021108402110940211104021111
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Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)Universal Design for Learning (UDL)
85
How do middle grades teachers perceive the importance and usefulness of UDL?
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In what ways are teacher education programs preparing teacher candidates to implement UDL in the middle grades?
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In what ways have middle grades teachers’ teaching methods changed since implementing UDL?
88
In what ways is the effectiveness of UDL assessed in the middle grades?
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Educator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator DevelopmentEducator Development
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PracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPracticesPractices
91
What are the common curricular, instructional, and assessment practices of effective middle grades educators?402120140212034021205
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How does the implementation of standards affect curricular, instructional, and assessment decisions
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at the school level?
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at the classroom level?
95
How does implementation of standardized assessments associated with state/national standards affect curricular, instructional, and assessment decisions
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at the school level?
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at the classroom level?
98
How do curricular, instructional, and assessments decisions made at the school and classroom levels as a result of standards and assessments compare to those outlined in middle grades literature such as This We Believe (NMSA 2003, 2010)?
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PolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicyPolicy
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How does policy affect middle grades teacher candidate preparation and inservice professional development for teachers and administrators?
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