This study aimed to identify barriers and facilitators to comprehensive, school-based physical activity (PA) promotion among adolescents prior to and during the coronavirus disease of 2019 (COVID-19) pandemic, considering the perspectives of students, parents, and school staff. Data were collected from 2020 to 2021 using semi-structured individual…

Educators in the middle school classroom use mobile technology to supplement learning every day. This qualitative case study aimed to explore educators' perceptions and use of mobile technology policies and how they connect students to each other through technology. The findings of this study show that educator perceptions are independent of the…

Using technology in the 1:1 classroom has been a focus of scholars and has become the educational standard for many schools, especially those in the United Arab Emirates (UAE). However, researchers have demonstrated that even though access to laptops is no longer an issue in many schools, there remains low integration of engaging activities in the…

The problem addressed by this study was the possible lack of consistent learning opportunities in digital literacy and assistive technology use for underachieving middle school students with learning disabilities in inclusive classrooms. This qualitative, exploratory, narrative inquiry study aimed to explore the stories of middle school teachers…

General education intermediate students in three Pacific Northwest school districts are expected to learn and meet state standards while sharing their classroom and learning environments with emotional and behavioral disorder (EBD) students. EBD students have the potential to create barriers to learning by disrupting the classroom environment,…

Background: Data storytelling is an interdisciplinary practice that uses visual and narrative elements to engage an audience with data. Students need more opportunities across school curriculum to consider the connections between data and social and environmental contexts. Few studies have investigated how to support teachers in co-designing for…

This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined…

Using the comparative case study (CCS) method, this article compares the findings from a longitudinal ethnographic research project of rural children in Northwest China (2005-2012) and a second longitudinal study of migrant children in eastern China (2015-2019). It examines rural and migrant students' and educators' (re)interpretations and uses of…

The purpose of this qualitative study was to determine if teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. The following research question and sub-questions guided the study: What are the perceptions of teachers regarding…

This critical ethnography studies five Latino boys, their parents and teachers and how they see themselves as part of the academic community in a public middle school on eastern Long Island. Students were observed in classes and students, parents and teachers were interviewed. Each interview was recorded and transcribed. Tables were created that…

This study presents a collaborative learning experience design aimed to promote Algorithmic Literacy (AL) among middle school students. Developed in partnership with middle school teachers and students, the design addresses the need to equip students with the knowledge and skills necessary to navigate an algorithm-driven digital landscape. The…

Although racial and ethnic equity-informed school-based strategies are important to addressing racialized structures and processes that create and sustain racial trauma, disadvantage and disparity, little is known about the process of embedding racial and ethnic equity in school-based strategies and how adults and young people perceive them to…

With billions of dollars spent on professional development, there remains a very real disconnect between what teachers are given and what they receive especially in terms of the follow-up of an extended PD program. Several theories attempt to explain the differences that exist within the teacher population, but few professional development…

Policies and practices in middle school continue to perpetuate inequities faced by students from historically marginalized groups. In the current article, we present a literature review that focuses on feedback as one avenue by which inequities are exacerbated, specifically for Black and Latiné middle school students. Furthermore, we describe…

Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school's curriculum was mainly based on teachers' abstract ideas of social justice and was not grounded in students' everyday realities. It…