The Middle School Philosophy: Do We Practice What We Preach Or Do We Preach Something Different?

CIMLE Current Issues in Middle Level Education (2014) 19 (1), 13-19 The Middle School Philosophy: Do We Practice What We Preach Or Do We Preach Something Different? Susan Edwards Andrew T. Kemp C. Steven Page Georgia Regents University This quantitative study examined the beliefs of middle grades education faculty from universities across the United States about the purpose of education. The results of a survey of 144 respondents who identified themselves as university faculty that taught middle level courses as a specialty will be discussed. The survey included 23 statements, representing four philosophical orientations: progressivism, essentialism, perennialism, and social reconstructionism. The results of the survey were compared to the central tenets of the middle school philosophy. The findings indicate that of the study participants who prepare middle grades teachers, the majority do believe in ideas that align with key components of the middle school concept. Since the mid-20th century, a movement known as the middle During the 1950s and 1960s dissatisfaction with the way that school concept, has greatly influenced the education of middle subject-centered junior high schools were meeting the needs of grades students across the United States. With the growth of the early adolescents led to the formation of the middle school con- standardized testing and accountability movement, the middle cept, also referred to as middle school philosophy. William Alex- school movement appears to be losing some momentum (Beane ander paved the way for what became known as the middle & Lipka, 2006; George, 2007; Huss & Eastep, 2011). One key school philosophy when he spoke at the Junior High School component in the strength of this movement has been the advo- Conference in 1963 about the characteristics needed in schools in cacy of university educators who prepare teachers and adminis- the middle if they are to meet the educational and developmental trators who work with early adolescents. Do the teacher educa- needs of young adolescents at that age (Alexander, 1963). Dur- tors at the university level still believe strongly in the middle ing the last half of the 20th century, a reform effort known as the school concept? The purpose of this study is to determine if middle school movement ensued and thousands of school sys- faculty of middle grades education at the university level have tems across the country reconfigured their junior highs into mid- beliefs about the purpose of education that align with the philos- dle schools, usually serving grades 6-8 (George & Alexander, ophy underlying the middle school concept. 2003; Manning, 2000; Powell, 2011). There are generally agreed upon characteristics of schools that History of Middle School Philosophy follow the middle school philosophy. A school with this philos- In the 19th century, students were typically educated in an 8-4 ophy is likely to have interdisciplinary teams of teachers who arrangement: eight years of elementary school and four years of share a set of students and plan instruction together. The school high school. Recognition that early adolescents between the ages will have a focus on all aspects of the student (not just academic) of 10 and 14 require special educational practices that meet their and will have a guidance program, which includes teachers as unique developmental needs began in the early 20th century when advisors. The curriculum will include an exploratory program the junior high was created. The main purpose of this new jun- and will have programs to develop the health and wellness of ior high school was to prepare students for high school and serve young adolescents. A variety of active learning instructional as a transition from elementary school to high school. Students methodologies appropriate for the age group will be utilized. were put on two tracks, one designed for college bound students Shared decision making involves everyone, and parents and the and one that provided vocational training. Early advocates of the community are encouraged to be actively involved in the school junior high saw the needs of students at this age level as different (Alexander & McEwin, 1989; AMLE, 2012; George & Alexan- from both elementary-aged children and high school adolescents. der, 2003; Smith & McEwin, 2011). Throughout the first half of the 20th century the common grade span configuration was elementary school for six years (grades 1- Roots of Middle School Philosophy 6), junior high school for three years (grades 7-9 and sometimes Paul George, an influential leader in the middle school move- 7-8) and high school was three years (grades 10-12 and some- ment argues that the middle school concept is a “cauldron of times 9-12) (Manning, 2000). ideas” (Smith & McEwin, 2011, p. 350). Early leaders of the Current Issues in Middle Level Education (2014) 19 (1), 13-19 13 movement such as William Alexander were progressive educators is the role of educators to focus on the needs and concerns of the who identified with progressives such as William Kilpatrick and adolescent and utilize the best available information about learn- John Dewey. The foundations of the movement were based on ing and pedagogical methodology to draw out the inherent capa- what we know about the needs of early adolescents, and putting bilities of the student to realize individual growth. “The needs the student in the center (Smith & McEwin, 2011). and interests of learners, rather than those of teachers, principals, This “cauldron of ideas” (Smith & McEwin, 2011, p. 350) be- school subjects, parents, or politicians, determine the school pro- came more and more formalized throughout the last half of the gram” (Schiro, 2008, p. 93). Learner-centered instruction is ulti- 20th century. In 2012, the Association for Middle Level Education mately a humanistic approach that fosters facilitative teacher- (AMLE) published their most recent position paper which in- student relationships to enable students to reach their full poten- cluded what they believe should be four essential attributes for tial. These relationships are characterized by caring, flexibility, successful schools for young adolescents: and empathy (McCombs & Whisler, 1997; Noddings, 2007; Schi- 1. Developmentally Responsive - using the nature of young ro, 2008). adolescents as the foundation on which all decisions are Learner-centered beliefs align with middle school philosophy made. and are at the core of what advocates for the middle school con- 2. Challenging - recognizing that every student can learn and cept have promoted. The middle school should not be subject- that everyone is held to high expectations. centered and should respond to the developmental needs that are 3. Empowering - providing all students with the knowledge unique to the early adolescent. The first essential attribute that and skills they need to take control of their lives. AMLE promotes for the education of young adolescents is that it 4. Equitable - advocating for every student’s right to learn and will be “developmentally responsive using the nature of young providing challenging and relevant learning opportunities. adolescents as the foundation on which all decisions are (AMLE, 2012, p. xii) made” (AMLE, 2012, p.xii). These four attributes find their philosophical roots in progres- Active Learning sivism and ideologies such as democratic education and learner- Dewey (1897) was a forceful advocate of changing the view of centered education. learning from passively receiving knowledge from teachers to the view that learning proceeds from activity. Advocates for active Progressivism learning agree that learning comes through direct experience and According to John Lounsbury quoted in Smith and McEwin interaction with the physical, intellectual and social environments. (2011), “The middle school is the rebirth of progressive educa- Progressives view teachers more as facilitators of learning and tion... because progressive education like middle level education promote the use of pedagogical methods such as experiential is based exclusively on what do we know about kids and what do learning, problem-solving, inquiry, interdisciplinary projects or we know about learning and what is the nature of our socie- units, and other group process activities (Gutek, 2004; Oliva, ty” ( p. 35). Many leaders in the middle school movement, such 2009; Schiro, 2008). as John Arnold, James Beane, Thomas Dickinson, Nancy Doda, Active learning is fundamental to meeting the needs of early and Paul George, have agreed with Lounsbury that the move- adolescents and methodologies that involve actively constructing ment is grounded in progressive education (George, 2011; Smith new knowledge through problem-solving and inquiry have long & McEwin, 2011). been advocated by leaders in the middle school movement. Early At the core of progressive philosophy is the idea that the ado- adolescents are peer-oriented and using group learning and lescent is the center of the learning process, not the subject mat- Vygotsky’s notion of socially-constructed learning is a significant ter or the teacher. Progressives believe schools should provide aspect of classrooms that are aligned with the middle school con- for the developmental needs of the learner and consider all as- cept. Finally, one of the hallmarks of the middle school concept pects of the learner - mental physical, emotional, social, etc. is the notion of interdisciplinary learning. Middle school teachers (Oliva, 2009). A second key element

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