"School is Life, Not a Preparation for Life" - John Dewey
Democratic Practices in Middle Grades Education
A volume in the series: Middle Level Education and the Self-Enhancing School. Editor(s): Kathleen Roney, University of North Carolina Wilmington. Richard P. Lipka, St. Bonaventure University.
Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials / resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self- Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two will be organized into two parts, efforts within teacher education programs and resource units using teacher pupil -planning and the concepts in volume one.
Part I: Teacher Education Programs
If the aforementioned operational definition of teacher-pupil planning exists within your middle grades teacher education program, or middle grades classroom, please address the following questions.
1. Antecedents: What knowledge, skills and attitudes must be in place in all stakeholders to have teacher-pupil planning serve a central role in the middle grades teacher education program or middle grades classroom?
2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom?
3. Outcomes: What benefits (knowledge, skills, and attitudes) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
Part II: Sample Activities/Projects/Resource Units Derived from the Teacher-Pupil Planning Process
1. Examples from the teacher education program, including such areas as field experiences, internships and research.
2. Examples from middle grades schools.
Submission Guidelines: Manuscripts should be type-written, double spaced on white 8 ½’ x 11’ paper. Follow the formatting guidelines provided in the Publication Manual of the American Psychological Association (6th ed., second printing). Include the author’s name, professional title, institutional affiliation, and all contact information (phone, fax, mailing address, email) on a separate cover page. Do not insert headers or footers into the manuscript. Number pages in upper right hand corner. Include an abstract of approximately 150 words. Tables and figures should be inserted in the text where appropriate.
Deadline: Intent to submit a manuscript should be sent to Kathleen Roney by October 1, 2018. Submission of a manuscript implies commitment to publish in this book. Authors should not simultaneously submit this manuscript to another journal or book for publication consideration. Manuscripts are due by February 1, 2019 and will undergo a review/revision process.
Manuscripts should be submitted electronically to firstname.lastname@example.org, and hard copy sent to each of the editors. Questions can be directed to either co-editor.
Watson School of Education
University of North Carolina Wilmington
601 South College
Wilmington, NC 28403
Richard P. Lipka
St. Bonaventure University
176 Banko Drive
Depew, NY 14043
Home Phone: 716-939-0001
- This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125