Stacie Pettit | Augusta University (original) (raw)

Papers by Stacie Pettit

Current issues in middle level education, Dec 31, 2022

This best practices is brought to you for free and open access by the Journals at Digital Commons... more This best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact

Routledge eBooks, May 25, 2017

Middle School Journal, Oct 20, 2021

Abstract This article describes how preservice teachers (and one inservice teacher) gained conten... more Abstract This article describes how preservice teachers (and one inservice teacher) gained content knowledge and pedagogical skills through reading a documentary novel, a genre that combines fictional storytelling with historical primary sources. Preservice teachers read the novel as a required text in a site-based undergraduate course focused on children’s and young adult literature, while an inservice teacher conducted a novel study with her fifth-grade class using the same text. Analysis of course documents, observation notes, and individual and focus group interview transcripts highlighted layers of learning for inservice and preservice teachers and their young adolescent students that supported curriculum and instruction characteristics of successful middle school classrooms. Findings revealed that incorporating a documentary novel study in preservice teacher coursework resulted in increased content knowledge and pedagogical skills necessary for engaging middle level students in learning experiences around integrative and challenging texts. Furthermore, purposeful instruction around a documentary novel featuring highly relatable adolescent characters and a plot that integrated world and everyday life events fostered deep thinking and connections for middle grades students around themes of justice within the context of family, friends, and school and in the shadow of a major political crisis.

Advances in early childhood and K-12 education, 2021

In this chapter, middle schools are presented metaphorically as layover airports, and the need to... more In this chapter, middle schools are presented metaphorically as layover airports, and the need to see middle schools as more like destinations is explored. How can positive learning experiences in middle schools be created given the short time frame and the transitional nature inherent in even the most effective middle schools? The metaphor of a layover airport that students often enter middle school expecting is juxtaposed to illustrating the characteristics of and potential for middle schools in the United States as destinations. This is done using exemplar experiences and middle schools from vastly different locations with varying characteristics and needs, yet all providing positive experiences for young adolescents. This comparison will be made based on what is known about the developmental nature and needs of young adolescents served in middle schools and also on recommendations for effective middle schools made by the Association for Middle Level Education.

University of California Press eBooks, Dec 31, 2019

I think our state as a whole, our country as a whole-somebody is going to have to wake up and say... more I think our state as a whole, our country as a whole-somebody is going to have to wake up and say, "These people are here, they need things just as our children need things".. . And you know, if we don't help them, then we are running the risk of having new crime in the streets.. . And back there, the boys and girls who are 15 can get out of school and find whatever work there is. What kind of possibilities do we have for children who are 15 and uneducated? This comment by a U.S. elementary school teacher presents a complex view of Latino students and parents who come from another culture and speak a different language. In the study we report, we found that such images of Latinos' schooling, the effects of immigration, and the way our educational system responds to immigrants were common among the educators who participated. Through focus group interviews, we elicited educators' perceptions of language minority students in a school district in the Southeastern U.S. that has been strongly affected by recent immigration. With the latest waves of immigration over the last 4 decades, demographic patterns in many public schools across the U.S. have changed markedly. Between 1980 and 2010, the U.S. "Hispanic" [1] population more than tripled, increasing from 14.6 million to 50.5 million. In 2010, Hispanic individuals made up 16.3% of the total U.S. population, and the latest Pew Research projections are that Hispanic individuals will comprise 29% of the population in 2050 (Passel & Cohn, 2008). Pine County, the site of our study, is a striking example of this sea change. In 1990, fewer than 1,500 Hispanic individuals lived in Pine County, or about 2% of the population. This figure officially increased to more than 12,000 in 2012, which constituted 10.7% of the population. The Hispanic population in Pine County rose 89.52% from 2000 to 2010.

came here, I feel nervous and scared because I didn't understand any English."-Trong, 8 th grader... more came here, I feel nervous and scared because I didn't understand any English."-Trong, 8 th grader from Vietnam By the year 2030, approximately 40% of the school population in the United States will speak English as a second language (U.S. Department of Education, 2003). In order for English Language Learners (ELLs) to become academically successful, teachers must hold positive beliefs and high expectations for them. The beliefs and attitudes of teachers, perhaps as much as qualifications, can affect what children learn in their classroom. Teacher beliefs and attitudes, which are formed by the values they hold, play an important role in student performance (Freeman & Freeman, 1994; Moore, 1999). Thompson (1992) emphasizes that "to understand teaching from teachers' perspectives we have to understand the beliefs with which they define their work" (p. 129).-Alicia, 6 th grader from Mexico Similar to Ladson Billings's (2004) discussion of the problem of "the poverty of culture" in teacher education, Pettit (2011) believes there is a "poverty of language learning" in U. S. teacher education. She claims that many teachers who have completed their degrees have an overwhelming lack of knowledge of second language acquisition

Proceedings of the 2022 AERA Annual Meeting, 2022

School-University Partnerships, 2020

Existing documents (district RTI manuals and website archives) were examined statewide. In additi... more Existing documents (district RTI manuals and website archives) were examined statewide. In addition, school district stakeholders were surveyed Abstract Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K-12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how to maximize the value of RTI to reach diverse learners.

There are over five million English Language Learners (ELLs) in schools in the United States, and... more There are over five million English Language Learners (ELLs) in schools in the United States, and in the last ten years this population has grown 65% (National Clearinghouse for English Language Acquisition [NCELA], 2004). ELLs are estimated to be increasing at two and a half times the rate of the general student population (Marx, 2000; NCELA, 2006). According to the NCELA (2006), ELLs are students whose first language is not English and who are in the process of learning English. The National Council of Teachers of English (NCTE, 2006) reported that the diversity of these students "continues to challenge teachers and schools" (p. 1). With increasing numbers of ELLs in schools, student demographics are changing. Teachers need to be primed for this new challenge. Purpose The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about the ELLs in their classrooms. The research reported here is based on one research question from a larger, mixed-method study involving the beliefs of middle school mathematics teachers, what strategies they use with ELLS, what support they need, and the experiences of the ELLs in their classrooms. Review of the Related Literature Youngs and Youngs (2001) found mainstream teachers who had lived outside the United States were significantly more positive about teaching ELLs. Similarly, Gandara, Rumberger, Maxwell-Jolly, and Callahan (2005) observed that teachers who had more ELLs in their classrooms felt more competent to teach these students and that the more years teachers worked with ELLs, the more highly they rated their ability to teach these students. However, the results of Garcia-Nevarez, Stafford, and Arias (2005) showed "the more years a teacher taught, the more his or her attitude became negative toward his or her students' native language" (p. 295). If teachers were fluent in another language, they were found to be more likely to implement practices that encouraged and affirmed students' home language (Lee & Oxelson, 2006; Youngs & Youngs, 2001). Although age did not make a significant difference, Youngs and Youngs found females had more positive attitudes toward ELLs than males. Teacher training seems to be the most notable predictor of beliefs concerning ELLs. Youngs and Youngs (2001) found that teachers who had some type of English to Speakers of Other Languages (ESOL) training were significantly more positive about teaching ELLs than those teachers who had not had these experiences. ESOL is defined as an educational approach in which English language learners are instructed in the use of the English language (NCELA). It is possible to be an ELL without being an ESOL student, but all ESOL students are ELLs. Gandara et al. (2005) also found "greater preparation for teaching English learners equaled greater teacher confidence in their skills for working with these students successfully" (p. 12). According to Lee and Oxelson (2006), the teachers with ESOL training "agreed with the idea that the maintenance and proficiency in the heritage language positively affect linguistic minority students' academic endeavors" (Lee & Oxelson, p. 461). On the other hand, the teachers without ESOL training believed their foremost priority is to teach English.

Becoming, 2020

The COVID-19 pandemic dropped educators across the world straight into remote learning with littl... more The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Pace, Pettit, & Barker, also in this issue) to provide a personal example of the successes (and yet still challenges) that exist when "quaranteaching" is done well. From TikTok videos, to Kahoot games played over Zoom, to contests to encourage attendance and increase motivation, Amanda Woods, winner of the National Association of Professors of Middle Level Education (NAPOMLE) Teacher Candidate of the Year in 2019, shares how she continues to meet the developmental needs of her young middle grades students even when she cannot see them physically each day.

The purpose of this study was to explore the factors influencing the beliefs middle school mathem... more The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the "Middle School Mathematics Teachers' Beliefs about English Language Learners Questionnaire." Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.

School-University Partnerships, 2020

This exploratory case study documents the experiences shared by teacher candidates and cooperati... more This exploratory case study documents the experiences shared by teacher candidates and
cooperating teachers in two contrasting Professional Development School (PDS) sites over four semesters.
At the ends of semesters during which courses were moved from the traditional university site delivery to
public middle schools as part of an emerging PDS, focus group interviews were conducted with teacher
candidates and then with classroom teachers to document their experiences. Their voices were solicited
because much that went on between them and outside of what could be directly observed by those
making decisions is important for identifying what would strengthen a PDS model. Eight themes were
identified: communication, barriers to practice, teacher uncertainty, candidate uncertainty, building
relationships, on-site presence, integrating into the culture, and experiential learning. Findings were held
up to the Nine Essentials of Professional Development Schools as identified by the National Association of
Professional Development Schools to show what is being done well and what opportunities exist to make
this teacher education model more effective.

Journal of Contemporary Research in Education, 2020

Existing documents (district RTI manuals and website archives) were examined statewide. In additi... more Existing documents (district RTI manuals and website archives) were examined statewide. In addition, school district stakeholders were surveyed Abstract Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K-12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how to maximize the value of RTI to reach diverse learners.

Proceedings of the 2022 AERA Annual Meeting

Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 2017

Current issues in middle level education, Dec 31, 2022

This best practices is brought to you for free and open access by the Journals at Digital Commons... more This best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact

Routledge eBooks, May 25, 2017

Middle School Journal, Oct 20, 2021

Abstract This article describes how preservice teachers (and one inservice teacher) gained conten... more Abstract This article describes how preservice teachers (and one inservice teacher) gained content knowledge and pedagogical skills through reading a documentary novel, a genre that combines fictional storytelling with historical primary sources. Preservice teachers read the novel as a required text in a site-based undergraduate course focused on children’s and young adult literature, while an inservice teacher conducted a novel study with her fifth-grade class using the same text. Analysis of course documents, observation notes, and individual and focus group interview transcripts highlighted layers of learning for inservice and preservice teachers and their young adolescent students that supported curriculum and instruction characteristics of successful middle school classrooms. Findings revealed that incorporating a documentary novel study in preservice teacher coursework resulted in increased content knowledge and pedagogical skills necessary for engaging middle level students in learning experiences around integrative and challenging texts. Furthermore, purposeful instruction around a documentary novel featuring highly relatable adolescent characters and a plot that integrated world and everyday life events fostered deep thinking and connections for middle grades students around themes of justice within the context of family, friends, and school and in the shadow of a major political crisis.

Advances in early childhood and K-12 education, 2021

In this chapter, middle schools are presented metaphorically as layover airports, and the need to... more In this chapter, middle schools are presented metaphorically as layover airports, and the need to see middle schools as more like destinations is explored. How can positive learning experiences in middle schools be created given the short time frame and the transitional nature inherent in even the most effective middle schools? The metaphor of a layover airport that students often enter middle school expecting is juxtaposed to illustrating the characteristics of and potential for middle schools in the United States as destinations. This is done using exemplar experiences and middle schools from vastly different locations with varying characteristics and needs, yet all providing positive experiences for young adolescents. This comparison will be made based on what is known about the developmental nature and needs of young adolescents served in middle schools and also on recommendations for effective middle schools made by the Association for Middle Level Education.

University of California Press eBooks, Dec 31, 2019

I think our state as a whole, our country as a whole-somebody is going to have to wake up and say... more I think our state as a whole, our country as a whole-somebody is going to have to wake up and say, "These people are here, they need things just as our children need things".. . And you know, if we don't help them, then we are running the risk of having new crime in the streets.. . And back there, the boys and girls who are 15 can get out of school and find whatever work there is. What kind of possibilities do we have for children who are 15 and uneducated? This comment by a U.S. elementary school teacher presents a complex view of Latino students and parents who come from another culture and speak a different language. In the study we report, we found that such images of Latinos' schooling, the effects of immigration, and the way our educational system responds to immigrants were common among the educators who participated. Through focus group interviews, we elicited educators' perceptions of language minority students in a school district in the Southeastern U.S. that has been strongly affected by recent immigration. With the latest waves of immigration over the last 4 decades, demographic patterns in many public schools across the U.S. have changed markedly. Between 1980 and 2010, the U.S. "Hispanic" [1] population more than tripled, increasing from 14.6 million to 50.5 million. In 2010, Hispanic individuals made up 16.3% of the total U.S. population, and the latest Pew Research projections are that Hispanic individuals will comprise 29% of the population in 2050 (Passel & Cohn, 2008). Pine County, the site of our study, is a striking example of this sea change. In 1990, fewer than 1,500 Hispanic individuals lived in Pine County, or about 2% of the population. This figure officially increased to more than 12,000 in 2012, which constituted 10.7% of the population. The Hispanic population in Pine County rose 89.52% from 2000 to 2010.

came here, I feel nervous and scared because I didn't understand any English."-Trong, 8 th grader... more came here, I feel nervous and scared because I didn't understand any English."-Trong, 8 th grader from Vietnam By the year 2030, approximately 40% of the school population in the United States will speak English as a second language (U.S. Department of Education, 2003). In order for English Language Learners (ELLs) to become academically successful, teachers must hold positive beliefs and high expectations for them. The beliefs and attitudes of teachers, perhaps as much as qualifications, can affect what children learn in their classroom. Teacher beliefs and attitudes, which are formed by the values they hold, play an important role in student performance (Freeman & Freeman, 1994; Moore, 1999). Thompson (1992) emphasizes that "to understand teaching from teachers' perspectives we have to understand the beliefs with which they define their work" (p. 129).-Alicia, 6 th grader from Mexico Similar to Ladson Billings's (2004) discussion of the problem of "the poverty of culture" in teacher education, Pettit (2011) believes there is a "poverty of language learning" in U. S. teacher education. She claims that many teachers who have completed their degrees have an overwhelming lack of knowledge of second language acquisition

Proceedings of the 2022 AERA Annual Meeting, 2022

School-University Partnerships, 2020

Existing documents (district RTI manuals and website archives) were examined statewide. In additi... more Existing documents (district RTI manuals and website archives) were examined statewide. In addition, school district stakeholders were surveyed Abstract Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K-12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how to maximize the value of RTI to reach diverse learners.

There are over five million English Language Learners (ELLs) in schools in the United States, and... more There are over five million English Language Learners (ELLs) in schools in the United States, and in the last ten years this population has grown 65% (National Clearinghouse for English Language Acquisition [NCELA], 2004). ELLs are estimated to be increasing at two and a half times the rate of the general student population (Marx, 2000; NCELA, 2006). According to the NCELA (2006), ELLs are students whose first language is not English and who are in the process of learning English. The National Council of Teachers of English (NCTE, 2006) reported that the diversity of these students "continues to challenge teachers and schools" (p. 1). With increasing numbers of ELLs in schools, student demographics are changing. Teachers need to be primed for this new challenge. Purpose The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about the ELLs in their classrooms. The research reported here is based on one research question from a larger, mixed-method study involving the beliefs of middle school mathematics teachers, what strategies they use with ELLS, what support they need, and the experiences of the ELLs in their classrooms. Review of the Related Literature Youngs and Youngs (2001) found mainstream teachers who had lived outside the United States were significantly more positive about teaching ELLs. Similarly, Gandara, Rumberger, Maxwell-Jolly, and Callahan (2005) observed that teachers who had more ELLs in their classrooms felt more competent to teach these students and that the more years teachers worked with ELLs, the more highly they rated their ability to teach these students. However, the results of Garcia-Nevarez, Stafford, and Arias (2005) showed "the more years a teacher taught, the more his or her attitude became negative toward his or her students' native language" (p. 295). If teachers were fluent in another language, they were found to be more likely to implement practices that encouraged and affirmed students' home language (Lee & Oxelson, 2006; Youngs & Youngs, 2001). Although age did not make a significant difference, Youngs and Youngs found females had more positive attitudes toward ELLs than males. Teacher training seems to be the most notable predictor of beliefs concerning ELLs. Youngs and Youngs (2001) found that teachers who had some type of English to Speakers of Other Languages (ESOL) training were significantly more positive about teaching ELLs than those teachers who had not had these experiences. ESOL is defined as an educational approach in which English language learners are instructed in the use of the English language (NCELA). It is possible to be an ELL without being an ESOL student, but all ESOL students are ELLs. Gandara et al. (2005) also found "greater preparation for teaching English learners equaled greater teacher confidence in their skills for working with these students successfully" (p. 12). According to Lee and Oxelson (2006), the teachers with ESOL training "agreed with the idea that the maintenance and proficiency in the heritage language positively affect linguistic minority students' academic endeavors" (Lee & Oxelson, p. 461). On the other hand, the teachers without ESOL training believed their foremost priority is to teach English.

Becoming, 2020

The COVID-19 pandemic dropped educators across the world straight into remote learning with littl... more The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Pace, Pettit, & Barker, also in this issue) to provide a personal example of the successes (and yet still challenges) that exist when "quaranteaching" is done well. From TikTok videos, to Kahoot games played over Zoom, to contests to encourage attendance and increase motivation, Amanda Woods, winner of the National Association of Professors of Middle Level Education (NAPOMLE) Teacher Candidate of the Year in 2019, shares how she continues to meet the developmental needs of her young middle grades students even when she cannot see them physically each day.

The purpose of this study was to explore the factors influencing the beliefs middle school mathem... more The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the "Middle School Mathematics Teachers' Beliefs about English Language Learners Questionnaire." Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.

School-University Partnerships, 2020

This exploratory case study documents the experiences shared by teacher candidates and cooperati... more This exploratory case study documents the experiences shared by teacher candidates and
cooperating teachers in two contrasting Professional Development School (PDS) sites over four semesters.
At the ends of semesters during which courses were moved from the traditional university site delivery to
public middle schools as part of an emerging PDS, focus group interviews were conducted with teacher
candidates and then with classroom teachers to document their experiences. Their voices were solicited
because much that went on between them and outside of what could be directly observed by those
making decisions is important for identifying what would strengthen a PDS model. Eight themes were
identified: communication, barriers to practice, teacher uncertainty, candidate uncertainty, building
relationships, on-site presence, integrating into the culture, and experiential learning. Findings were held
up to the Nine Essentials of Professional Development Schools as identified by the National Association of
Professional Development Schools to show what is being done well and what opportunities exist to make
this teacher education model more effective.

Journal of Contemporary Research in Education, 2020

Existing documents (district RTI manuals and website archives) were examined statewide. In additi... more Existing documents (district RTI manuals and website archives) were examined statewide. In addition, school district stakeholders were surveyed Abstract Response to Intervention (RTI) has become a mandatory educational policy in many states. However, issues on how school districts use RTI to support English Language Learners (ELLs) has not been fully discussed in literature. In this study, artifacts including school RTI manuals and handbooks for instructing ELLs were analyzed. A survey with all school district ELL coordinators in one of the states where RTI is mandated in K-12 was also conducted. The purpose of this study is to help educators and researchers in the field of language education understand how schools use RTI to support ELLs and how to maximize the value of RTI to reach diverse learners.

Proceedings of the 2022 AERA Annual Meeting

Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 2017