Micki M Caskey | Portland State University (original) (raw)
Papers by Micki M Caskey
Proceedings of the 2023 AERA Annual Meeting
Proceedings of the 2022 AERA Annual Meeting, 2022
International research about the health and well-being of middle grades youth has received height... more International research about the health and well-being of middle grades youth has received heightened attention by teachers, administrators, policymakers, and researchers who recognize that students' health and social and emotional well-being directly impacts their academic progress. Nevertheless, middle grades leaders and teachers have had insufficient access to research findings or evidence-based resources that focus explicitly on young adolescents' health and well-being in ways that support the planning and teaching of curriculum and support those working with this age-group. This paper highlights the presentations that were included in a research-based symposium that described and explained 2 research around aspects that empower school leaders, teachers, academics, and teacher candidates to successfully develop an understanding of the health and well-being of young adolescent learners. The collective aim of these presentations was to provide empirical evidence around the information and tools necessary to address the health and well-being needs of young adolescent learners.
Proceedings of the 2019 AERA Annual Meeting, 2019
Mixed Method Methodology Division I-Education in the Professions Unit Each presenter retains copy... more Mixed Method Methodology Division I-Education in the Professions Unit Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
International journal of multidisciplinary perspectives on higher education, Dec 31, 2020
In this essay, we describe how the cognitive apprenticeship model serves as a framework for mento... more In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.
Society for Information Technology & Teacher Education International Conference, 2001
Middle School Journal, May 1, 2012
Common planning time allows a team of teachers to interact as a community of learners. photo by J... more Common planning time allows a team of teachers to interact as a community of learners. photo by John Lounsbury
Middle School Journal, 2009
The Lesson Study approach is a method of professional development that encourages teachers to ref... more The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well-who they are and how they learn best-and use this information when planning instruction and assessing student performance (Jackson & Davis, 2000). Most teacher planning focuses primarily on teacher actions rather than on student results (Ornstein, 1997). The Lesson Study approach, however, can provide an opportunity for middle school teachers to work together to strengthen the link between instructional planning and student learning.
Childhood education, Dec 1, 2001
Interest in Integrated Curriculum Integrated curriculum captured the attention of educators long ... more Interest in Integrated Curriculum Integrated curriculum captured the attention of educators long before the advent of the middle school concept. As junior high schools moved away from a subject-centered curriculum, other curricular options emerged (Toefler, 1997). In the 1930s, for example, the progressive movement advocated a problemcentered, core curriculum centering on themes drawn from social issues (Beane, 1993). In the 1960s, curriculum models became more responsive to middle level students’ developmental characteristics, and thus targeted unifying themes. The interdisciplinary concept model described by Jacobs (1989) is a way to systematically connect discipline perspectives when investigating a problem or theme. Beane’s multidimensional model (1993) centered on thematic units that drew from the intersecting concerns of young adolescents and issues in the larger world. Many educators concur with Beane’s position that ”curriculum is a central and crucial factor in the life of a school” (p. 1). of Integrated Curriculum?
Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School ... more Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Let us know how access to this document benefits you.
Impacting education, Mar 11, 2021
The purpose of this essay is to share the voices of EdD graduates who are often underrepresented ... more The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates' responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence-positively and negatively-what we are doing now (post-program). We found (a) relationships with faculty and cohort mattered; (b) instructional scaffolding was vital; and (c) faculty and cohorts reflected how lived experiences cultivated a sense of belonging and collectiveness. We also asked about our interactions with peers, cohort, advisor(s), instructors, or mentors, as well as, in what ways did these interactions affect-positively and negatively-what we are doing now (post-program). Lastly, we asked, in what ways, did the EdD program affect-positively or negatively-our activism in the classroom, community, or place of employment. We found examples of how we are shifting the landscape of academia to honor more voices in research and publication, more culturally responsive to impacted communities, and challenging the status quo. We focused on our experiences and interactions in an EdD program and how these experiences and interactions prompted activism in our current practice so that having a diversity of voices not only challenge other students, regardless of their background, to think differently about who creates, produces, and defines knowledge, as well as, support faculty that say they want to expand their curriculum and instruction, yet rely on what they know or what was taught to them in their courses.
The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark r... more The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark resource for researchers, graduate students, policy makers, and practitioners who work in middle level education and associated fields of study. The volume provides an overview of the current state of middle level education theory, research, and policy; offers analysis and critique of the extant literature in the field; and maps new directions for research and theory development in middle level education. The handbook meets a pressing need in the field for a resource that is comprehensive in its treatment of middle level research and international in scope. Chapter authors provide rationales for middle level education research and definitions of the field; discuss philosophical approaches and underpinnings for middle level education research; describe and critique frameworks for quality in middle level education; review research about young adolescent learners, middle level school programming, and educator preparation; and analyze public policies affecting middle level education at national, regional, and local levels
Journal of research on technology in education, Mar 1, 2002
Student and parent attitudes toward school-based Internet use were explored usingparent-student p... more Student and parent attitudes toward school-based Internet use were explored usingparent-student pairs. An inter generational approach positioned 54 pairs of young adolescents and their parents as co-learners for simultaneous Internet instruction, while another 51 parent-student pairs were given separate Internet instruction. This study; examined the effoct of instructional conditions using pre-and post-instruction attitude surveys and interviews. Survey analyses included descriptives, reliability measures, factor analysis, subscale formation, pre-and post-instruction comparisons, and analysis of variance of treatment and role variables. Interview analyses provided insights into student and parent attitudes. Positive effocts of instruction were revealed for students and parents.
Middle School Journal, 2011
Routledge eBooks, Jun 22, 2023
Proceedings of the 2023 AERA Annual Meeting
Proceedings of the 2022 AERA Annual Meeting, 2022
International research about the health and well-being of middle grades youth has received height... more International research about the health and well-being of middle grades youth has received heightened attention by teachers, administrators, policymakers, and researchers who recognize that students' health and social and emotional well-being directly impacts their academic progress. Nevertheless, middle grades leaders and teachers have had insufficient access to research findings or evidence-based resources that focus explicitly on young adolescents' health and well-being in ways that support the planning and teaching of curriculum and support those working with this age-group. This paper highlights the presentations that were included in a research-based symposium that described and explained 2 research around aspects that empower school leaders, teachers, academics, and teacher candidates to successfully develop an understanding of the health and well-being of young adolescent learners. The collective aim of these presentations was to provide empirical evidence around the information and tools necessary to address the health and well-being needs of young adolescent learners.
Proceedings of the 2019 AERA Annual Meeting, 2019
Mixed Method Methodology Division I-Education in the Professions Unit Each presenter retains copy... more Mixed Method Methodology Division I-Education in the Professions Unit Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
International journal of multidisciplinary perspectives on higher education, Dec 31, 2020
In this essay, we describe how the cognitive apprenticeship model serves as a framework for mento... more In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.
Society for Information Technology & Teacher Education International Conference, 2001
Middle School Journal, May 1, 2012
Common planning time allows a team of teachers to interact as a community of learners. photo by J... more Common planning time allows a team of teachers to interact as a community of learners. photo by John Lounsbury
Middle School Journal, 2009
The Lesson Study approach is a method of professional development that encourages teachers to ref... more The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well-who they are and how they learn best-and use this information when planning instruction and assessing student performance (Jackson & Davis, 2000). Most teacher planning focuses primarily on teacher actions rather than on student results (Ornstein, 1997). The Lesson Study approach, however, can provide an opportunity for middle school teachers to work together to strengthen the link between instructional planning and student learning.
Childhood education, Dec 1, 2001
Interest in Integrated Curriculum Integrated curriculum captured the attention of educators long ... more Interest in Integrated Curriculum Integrated curriculum captured the attention of educators long before the advent of the middle school concept. As junior high schools moved away from a subject-centered curriculum, other curricular options emerged (Toefler, 1997). In the 1930s, for example, the progressive movement advocated a problemcentered, core curriculum centering on themes drawn from social issues (Beane, 1993). In the 1960s, curriculum models became more responsive to middle level students’ developmental characteristics, and thus targeted unifying themes. The interdisciplinary concept model described by Jacobs (1989) is a way to systematically connect discipline perspectives when investigating a problem or theme. Beane’s multidimensional model (1993) centered on thematic units that drew from the intersecting concerns of young adolescents and issues in the larger world. Many educators concur with Beane’s position that ”curriculum is a central and crucial factor in the life of a school” (p. 1). of Integrated Curriculum?
Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School ... more Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Let us know how access to this document benefits you.
Impacting education, Mar 11, 2021
The purpose of this essay is to share the voices of EdD graduates who are often underrepresented ... more The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates' responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence-positively and negatively-what we are doing now (post-program). We found (a) relationships with faculty and cohort mattered; (b) instructional scaffolding was vital; and (c) faculty and cohorts reflected how lived experiences cultivated a sense of belonging and collectiveness. We also asked about our interactions with peers, cohort, advisor(s), instructors, or mentors, as well as, in what ways did these interactions affect-positively and negatively-what we are doing now (post-program). Lastly, we asked, in what ways, did the EdD program affect-positively or negatively-our activism in the classroom, community, or place of employment. We found examples of how we are shifting the landscape of academia to honor more voices in research and publication, more culturally responsive to impacted communities, and challenging the status quo. We focused on our experiences and interactions in an EdD program and how these experiences and interactions prompted activism in our current practice so that having a diversity of voices not only challenge other students, regardless of their background, to think differently about who creates, produces, and defines knowledge, as well as, support faculty that say they want to expand their curriculum and instruction, yet rely on what they know or what was taught to them in their courses.
The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark r... more The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark resource for researchers, graduate students, policy makers, and practitioners who work in middle level education and associated fields of study. The volume provides an overview of the current state of middle level education theory, research, and policy; offers analysis and critique of the extant literature in the field; and maps new directions for research and theory development in middle level education. The handbook meets a pressing need in the field for a resource that is comprehensive in its treatment of middle level research and international in scope. Chapter authors provide rationales for middle level education research and definitions of the field; discuss philosophical approaches and underpinnings for middle level education research; describe and critique frameworks for quality in middle level education; review research about young adolescent learners, middle level school programming, and educator preparation; and analyze public policies affecting middle level education at national, regional, and local levels
Journal of research on technology in education, Mar 1, 2002
Student and parent attitudes toward school-based Internet use were explored usingparent-student p... more Student and parent attitudes toward school-based Internet use were explored usingparent-student pairs. An inter generational approach positioned 54 pairs of young adolescents and their parents as co-learners for simultaneous Internet instruction, while another 51 parent-student pairs were given separate Internet instruction. This study; examined the effoct of instructional conditions using pre-and post-instruction attitude surveys and interviews. Survey analyses included descriptives, reliability measures, factor analysis, subscale formation, pre-and post-instruction comparisons, and analysis of variance of treatment and role variables. Interview analyses provided insights into student and parent attitudes. Positive effocts of instruction were revealed for students and parents.
Middle School Journal, 2011
Routledge eBooks, Jun 22, 2023