Curriculum, Instruction, and Assessment in Middle Level Teacher Development: A Research Synthesis

被引：0

作者：

Shockley, Ebony Terrell ^{[1
]}

Wall, Amanda ^{[2
]}

Pettit, Stacie K. ^{[3
]}

机构：

[1] Univ Maryland, Dept Teaching Learning Policy & Leadership, College Pk, MD 20742 USA

[2] Georgia Southern Univ, Dept Middle Grades & Secondary Educ, Statesboro, GA 30460 USA

[3] Georgia Coll & State Univ, John H Lounsbury Coll Educ, Dept Teacher Educ, Milledgeville, GA 30302 USA

来源：

EDUCATION SCIENCES | 2024年 / 14卷 / 11期

关键词：

middle level; middle school; curriculum; instruction; assessment; professional development; teacher education; teacher preparation; pre-service teacher; CLASSROOM;

D O I：

10.3390/educsci14111168

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the research literature (2015-2024) on the curriculum, instruction, and assessment related to middle-level teacher development. This review was part of a larger exploration of middle-level teacher development. Initially, we located 63 articles through our search terms on the curriculum, instruction, and assessment in teacher development. From there, we contributed to an updated research agenda for middle-level education . Through continued analysis and discussion, we identified trends in each area and across these three areas. We review the literature, highlight trends, and offer recommendations for middle-level educators and researchers.

引用

页数：15

共 50 条

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[9] Excellence in curriculum development and assessment:
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[10] Professional Development for a Middle School Mathematics-Infused Science Curriculum
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