(EDI 634) Middle Level Education
Syllabus of Record
Course Description: A study of middle-level organization, curriculum, instruction, staffing,
subject matter, and school-parent-community interaction as it supports the education and
development of early adolescents (ages 9-14). Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS)
Course Standards and Assessments:
NBPTS Proposition #4 – Teachers think systematically about their practice
 Make difficult choices that affect their judgment
 Seek advice of others; draw on research and others to improve their
practice.
National Middle School Association Professional Standards #2-Middle Level
Philosophy and School Organization
 Middle level teacher candidates understand the major concepts, principles,
theories, and research underlying the philosophical foundations of
developmentally responsive middle level programs, and they work
successfully within these organizational components.
Common Course Assessment: Young Adolescent Advocacy Project
Major Topics:
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Understanding the major concepts, principles, theories, and research related to
young adolescent development and providing opportunities that support student
development and learning.
Understanding the major concepts, principles, theories, and research underlying the
philosophical foundations of developmentally responsive middle level programs and
schools and working successfully within these organizational components.
Understanding the major concepts, principles, theories, standards and research
related to middle level curriculum and assessment, and using this knowledge in
practice.
Understanding and using the central concepts, tools of inquiry, standards, and
structures in chosen teaching fields and creating meaningful learning experiences
that develop all young adolescents’ competence in subject matter and skills.
Understanding and using the major concepts, principles, theories, and research
related to effective instruction and assessment and employing a variety of strategies
for a developmentally appropriate climate to meet the varying abilities and learning
styles of all young adolescents.
Understanding the major concepts, principles, theories, and research related to
working collaboratively with family and community members, and using that
knowledge to maximize the learning of all young adolescents.
Understanding the complexity of teaching young adolescents, and engaging in
practices and behaviors that develop competence as professionals.
We Gain More Than We Give: Teaming in Middle Schools, Columbus, OH: National
Middle School
Course Knowledge Base:
Dickinson, T. S. & Erb, T.O. (eds) (1996) Association. ISBN 1-56090-103-9
Eccles, J. S., Lord S. & Midgley, C. (1991). What are we doing to early adolescents?
American Journal of Education, 99 (4) 521-542.
Epstein, J.L. (1995) School/Family/Community partnerships: Caring for the children we
share. Phi Delta Kappan, 76. 701-712.
Flowers, N., Mertens, S. & Mulhall P. (2000, March) What Makes Interdisciplinary Teams
Effective? Middle School Journal
Galassi, J.P.; Gullendge, S. A. & Cox, N.D., (1998). Advisory: Definitions, Descriptions,
Decisions, Directions. Columbus, OH: National Middle School Association. ISBN 156090-127-6
Hough, D.L. (Ed.) (2000). Research in Middle Level Education Annual, 23
Jackson, Anthony W. and Davis, Gayle, A. (2000) Turning Points 2000, Merrill-Prentice Hall
LeTendre, B. G. & Lipka, R. P. (1999). Getting Answers to Your Questions. ChristopherGordon Publishers, Inc. ISBN 0-926842-94-3
Williamson, R. & Johnston, J.H. (1999) Challenging orthodoxy: An emerging agenda for
middle level reform. Middle School Journal, 30 (4), 10-17.
Wood, K. D. & Fisher, C. P. (2000, March) Building Assets in the Classroom Through
Creative Response. Middle School Journal.