The Association for Middle Level Education (AMLE) (www.amle.org) is a professional education association focused on the advancement of education for all students ages 10 to 15. Founded in 1973 as the National Middle School Association, the organization changed its name in 2011 after a vote by the association’s members (Waidelich, 2011).
It is the vision of AMLE to help young adolescent students achieve success as learners and guide them to positively contribute to their communities as well as the world. The organization also seeks to advance middle level education by supporting middle level educators in reaching each of their students and assisting these educators in growing as professionals in order to create great schools. AMLE’s mission is to improve the educational experiences of all students by providing vision, knowledge, and resources to educators and leaders while promoting its core values, include integrity, future thinking, respect, and collaboration.
The Association for
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Middle Level Education boasts over 30,000 members ranging from teachers, principals, and administrators to parents and community members from throughout the United States and Canada as well as over forty other countries. AMLE has a collegiate branch that focuses on the needs of pre-service educators, in addition to having over fifty affiliate organizations within the United States and internationally. These affiliate organizations offer workshops and conferences, provide online content, and produce publications to inform members and strengthen their abilities to positively contribute to middle level education. In addition to educator support offered by affiliates, AMLE hosts annual conferences and workshops as well as providing onsite professional development, webinars, podcasts, and publications. The Association for Middle Level Education also partners with numerous national organizations to advance education for young adolescents. One such organization is the Council for Accreditation of Educator Preparation (CAEP). As a constituent member of CAEP, AMLE is responsible for the program review process for institutions of higher education that want to achieve national recognition for their middle level teacher education programs. The Association for Middle Level Education developed as a significant force in the promotion of middle level education during the 1980s and has remained a preeminent voice for adolescents and their educators (Clark & Clark, 1993).
The organization is known for its groundbreaking position paper This We Believe: Keys to Educating Young Adolescents, which was published in 1982. This research based document outlined key characteristics for successful adolescent education and served as a foundational document for middle level education. This We Believe was reviewed and revised in 1995 as This We Believe: Developmentally Responsive Middle Schools, and was revised and published again in 2003 as This We Believe: Successful Schools for Young Adolescents. In addition to these foundational documents, AMLE is responsible for several print and online publications including AMLE Magazine, AMLE Newsletter, Middle School Journal, Research in Middle Level Education Online, and numerous
books.
Thomas Jefferson was a man who believed that all American citizens need to be educated so that they may exercise their rights. He saw public education as essential to a democracy. One proposal he made for public education would guarantee that all children could attend public schools for three years. However, much like other early school reforms, this proposal received much rejection and was never brought into being. Despite this rejection, Jefferson still believed that America needed public education. Eventually, he opened the University of Virginia. Even though his bills and proposals to benefit public education never saw the light of day, he still made many contributions to public education by providing the foundation on how a democracy should handle educating its
Guthrie , J. W., Heyneman, S. P., & Braxton , J. M. (2002).Encyclopedia of education . (2nd ed., pp. 283-289). Farmington Hill, Michigan: Cengage Gale.
Elizabeth is a first-grader who has an intellectual disability called mental retardation; Elizabeth’s school has in place an IEP that includes her going to the special education room; where she receives highly structured reading instruction from Ms. Hackman, her special education teacher. In order to meet her least restrictive environment, Elizabeth is placed in a first grade class that is an inclusive classroom, which means that she has access to the general education curriculum as evidenced by her spending the majority of the school day in Ms. Clark’s general education classroom. She is provided assistance in her development in her speech because she is unable to talk in complete sentences; so she does receive related services including a
Grading expectations at DKJA High School have risen over the past several years. Parents and students alike now expect “A” grades and are sorely disappointed when the student earns below an “A.” A good deal of their displeasure is guileless; many of the students truly believe that if they do all their work, they should get an A. (Much of this mindset was formed in the DKJA middle school.) They are often hurt when they do not score in the highest ranges and have difficulty understanding why. They anger easily and usually involve their parents, who also expect their children to receive “A” grades. Many parents immediately exercise their power through emails, phone calls, and conferences. As a result, many of DKJA’s teachers became “worn
There are a number of theories that influence the learning practices of children and young people. According to Cognitive theory of Piaget, children in their learning, go through different sequences and stages, are active learners. They use their prior experience and first hand experiences for learning, imitating and transforming their learning into symbolic behavior.
So as to improve the K-12 education, the United States needs to redesign the high schools. The initiative by the president to redesign the high schools is significant in encouraging the schools to use the available resources. Schools together with their partners should take into using the resources that exist effectively. These resources are in the local, state and the federal so as to transform the experience in the high schools for the youth through energy of the whole school redesign. This effort of redesigning the high schools will help challenge them and their partners in rethinking learning and teaching. These reforms should constitute of learning that is personalized and college and career exploration that will ens...
United States. Reading to Achieve: A Governor's Guide to Adolescent Literacy. Washington: National Governors Association, 2005. Print.
Over the course of the 21st century, there has been a steady decline in the rate of high school graduates. With such an important factor to the success of adolescents, school administrations have begun to take notice of such unacceptable findings. In this process they have attempted to understand the needs of our youth and the methods that give them the opportunity to become better readers, writers and overall students. To these young individuals, these years of development are pivotal to there success as adults. Educators must work together with the student to understand their individual forms of learning, not every student is the same and must be given the opportunity to learn no matter what the circumstance might be.
The sixth-grade year is critical in terms of providing the foundation for a student’s middle school career (Clark, 2007). If students have problems transitioning to middle school, the outcome for students may be negative (Ruiz, 2005). Akos, Eccles, and Midgley (1993) state that the timing of these events in a student’s life can lead to lower motivation, lower self-efficacy, lower standardized test scores, higher rates of absenteeism, and behavioral issues. Developmentally responsive schools may be the key to alleviating the problems of young adolescents' school transition (Mullins, Emmett R.; Irvin,
... Children's Academic and Social Development in Elementary School. US National Library of Medicine and National Institutes of Health, 988-1005.
A conversation in my driveway with a close friend over three years ago made me consciously aware of the difficulties parents with children having disabilities face every day, as well as the common misconceptions about educating students with special needs. Education improves life, and everyone needs equal access to it. It is also well known that there is an issue with overrepresentation or underrepresentation and disproportionality of certain minority groups including English Language Learner (ELL), in special education. Nonetheless, what happens when legislators raise the standards for equal and better education for special education students? Today, students requiring specialized education services
My main vision encompassed providing administrators, teachers, students and parents with the resources necessary to achieve high levels of learning and academic performance. As one of the school leaders for a school with alternative setting, I believe that our over-aged and under-credited students can achieve and become prepared to enter in a post –secondary educational program
Having explained the reason most children have become disheartened at the thought of school, I now turn my attention to the students who do realize school’s educational value. These are the students that will continue to prosper throughout their lives because they realize the extreme importance of education. There is a secret, yet not so secret, motivation behind their determination to exceed standards and expectations in school. The secret they withhold is their overwhelming desire to be successful in the future.
Students need to be inspired to think critically. By this they comprehend what has been learned and be able to use it. I hope my students will be able to achieve their greatest potential that they can accomplish anything they set their minds to. We can give our children these building blocks thru education to use in decision making situations, moral value of their thoughts and actions. This will guide them to realize how their actions and decisions will affect themselves and others.