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Abstract

Introduction

The articles in this issue of Current Issues in Middle Level Education reflect different experiences of middle level educators particularly as we continue to adapt to new realities given the coronavirus pandemic.

Elizabeth Stewart, Jeasik Cho, Mellinee Lesley, and Julie Smit interviewed a small group of parents about their experiences supporting their children’s literacy learning at home in the early weeks of the pandemic in 2020. Their research provides insights and ideas from a parent perspective.

As teacher educators, Jessica VanValkenburgh and Aaron R. Gierhart adjusted their practices and approaches to teaching science methods for middle grades and elementary teacher candidates. They share ideas for best practices from their reflection and experiences.

In another article focused on teacher education, Randa Elbih, Elyssa Miller, Grace Sheldon, and Mackenzie Wilson share a pedagogical approach as an example of best practices. They explain how they engaged pre-service teachers in planning a STEM-based learning segment by connecting STEM areas with social studies.

Finally, Holly Henderson Pinter and David C. Virtue describe how their program has prepared middle grades candidates for the edTPA portfolio assessment in current uncertain times. Their manuscript shares details about changes they made and concludes with lessons learned that readers may be able to apply within their own programs.

Continued thanks to Jennifer Gerrald at Georgia Southern University for her support of the journal. We also thank the following people who acted as reviewers for CIMLE during 2021:

Jori Beck Penny Howell Holly Henderson Pinter

Hilary Dack Leah Kahn Nicolette Rickert

Kent Divoll Deborah McMurtrie Nancy Ruppert

Cheryl Ellerbrock Sarah Pennington Kristie Smith

Miguel Gomez Stacie Pettit Christopher Weiler

Author Bio

Amanda Wall is the editor of CIMLE.

DOI

10.20429/cimle.2022.260201

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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