Table of Conents

Service Learning & Teaching: A Cross-Cultural Experience:
Analysis of Languages in a Private School in Nicaragua (PDF)

Delphina Hopkins-Gillispie, Ph.D.
Valparaiso University

Abstract: The service learning immersion experience in Central America benefitted preservice teachers, which resulted in a collaborative project on the analysis of languages spoken at the primary to middle school level. This study researches, collects data, and analyzes results from one school system in the country of Nicaragua in hopes of acquiring sufficient data to share and compare with school systems in the United States. The purpose of this study is to determine the number of students in a private primary- intermediate school who are bilingual or trilingual, investigate the various languages spoken within the school, study how the school system accommodates non-Spanish speaking students, and to learn as much as possible about teaching on the international level.

Middle Level Teacher Candidates’ Perceptions of Field Experience (PDF)

Claudia G. Whitley, Ed.D.
Dawn Michelle Williams, Ed. D.
Stephen F. Austin State University

Abstract: This We Believe (NMSA, 2010) advocated the training of teachers in programs designed to specifically prepare middle level teachers. Teacher education programs are challenged to provide instruction in content, pedagogy and dispositions. Many colleges and universities have included field experience to enhance teacher dispositions among their teacher candidates. Two dispositions which are especially crucial for middle level educators are collaboration and openness. This qualitative study explored the perceptions of middle level teacher candidates as to whether field experiences actually enhanced their dispositions of collaboration and openness to diversity. The study also examined specific experiences and behaviors which might have resulted in the development of those dispositions.

Do Structural Equity Issues in Middle Schools Lead to Achievement Disparities? (PDF)

Chyrese S. Wolf, Ed.D.
Chicago State University

Abstract: Striking statistically significant differences were noted across school ranking conditions in terms of professional teacher preparation, organizational health variables, school leadership characteristics, academic emphasis, and resource support. The general conclusion of this study is that a strong correlation exists between structural equity issues in middle schools and academic achievement.

A large representative sample of middle schools was targeted for systematic study. The schools were categorized into three clusters (high, middle, and low performing schools). Participants were asked to complete an adapted version of the Hoy and Sabo (1998) OHI-RM (Organizational Health Inventory- Revised Middle) instrument. Statistically significant differences were documented across the three categories. The findings provide support for the view that structural instructional problems may create educational inequities that lead to academic achievement disparities.