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Teacher Shortage

Middle Level Teacher Recruitment: Challenging Deficit Narratives

This article originally appeared in Volume 52 of Middle School Journal. Members receive a complimentary online subscription to Middle School Journal as a benefit of membership. Enjoy your subscription or become a member today for access to the latest research in middle level education. AMLE is committed to helping address the challenges of the national

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Social-Emotional Development of Young Adolescents: Fact and Fiction

Beginning with G. Stanley Hall in the early 1900s, the age and developmental period of young adolescence began to be explored and set apart from other developmental stages of life.  From Hall to current time, researchers are still trying to understand this complicated developmental period of life that changes both the physical body and the

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Peacekeepers: Using Restorative Practices to Empower Students

Students are empowered when we give them a voice and allow them to be experts in their own lives. It is rare to find students in leadership roles at the middle level that truly allow students to be stakeholders in the programs that govern their school experience. Students hold leadership roles in student council, musical

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Discipline

Using Middle School Behavior Charts to Provide Clear and Transparent Discipline

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Community

Post-Pandemic Preparation: Reimagining Middle School Partnerships

COVID-19 created unprecedented challenges but also served as a catalyst to rethink important aspects of our schools. One area where I see a big opportunity is to reimage middle school culture. AMLE’s landmark position paper The Successful Middle School: This We Believe highlights the importance of engaging families as valued partners and collaborating with community

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Students write a test exam in a beautiful classroom

Re-Learning and Re-Assessing: Practical Tips

Not everyone is comfortable with re-do’s and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don’t learn the required content and skills.

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