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Also examines how a statewide study of a Grades 4–9 licensure initiative shaped researchers’ understanding and practice in middle level teacher preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cimle-current-issues-in-middle-level-education-2014-parallels-between-a-collaborative-research-process-and-the-middle-level-philosophy/599699/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cimle-current-issues-in-middle-level-education-2014-parallels-between-a-collaborative-research-process-and-the-middle-level-philosophy/599699.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What strengths does the article identify in the collaborative research process?","Question",{"text":112,"@type":113},"It highlights professional relationships, professional development, courageous leadership, and a shared vision among team members.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What barriers affected the collaborative research process?",{"text":117,"@type":113},"Barriers included time and weather, differences in backgrounds and perspectives, and lack of support from the respective universities.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the researchers study the perceptions of the middle level license in Ohio?",{"text":121,"@type":113},"They conducted interviews with 14 teachers, their students, and administrators using a protocol based on NMSA/NCATE initial teacher preparation standards available at the time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599699,1792089267,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CIMLE Current Issues in Middle Level Education (2014) 19 (1), 1-5  \nParallels between a Collaborative Research Process and the Middle Level Philosophy  \nRobin Dever  \nKent State University–Geauga  \nDiane Ross  \nOtterbein University  \nJennifer Miller  \nHiram College  \nPaula White  \nOhio Wesleyan University  \nKaren Jones  \nHeidelberg University  \nThe characteristics of the middle level philosophy as described in This We Believe closely parallel the collaborative research process. The journey of one research team is described in relationship to these characteristics. The collaborative process includes strengths such as professional relationships, professional development, courageous leadership, and a shared vision. Barriers to the process were also evident, including physicalfactors such as time and weather, differences in backgrounds and perspectives, and lack of supportfrom respective universities. Despite these barriers, the researchers were able to use the characteristics ofthe middle levelphilosophy to guide their research.  \nStudies of the effects of licensure programs on the success of candidates in middle childhood teacher preparation have rarely involved collaborative reflection and research; furthermore, existing research, which typically focused on and determined whether a product or process is effective, excluded the effect of the study on the researchers. We, as authors, researchers, and members of Ohio Middle Level Professors (OMLP), not only engaged in collaborative reflection, but we also became cognizant of the way our research ultimately affected us. We found that our collaborative research process actually resembled working in a middle school, practicing middle level philosophy. The purpose of this article was to show how the collaborative process we used as researchers and teacher educators paralleled best practice for middle level educators as stated in This We Believe (TWB)(National Middle School Association [NMSA], 2010) .  \nBackground  \nIn preparation for middle childhood licensure, established in Ohio in 1998, Dr. John Swain and Dr. David Kommer invited middle level professors from around the state to work together to support a middle childhood license faithful to TWB and the middle level teacher preparation standards of the time. As a result a group called Ohio Middle Level Professors (OMLP) was  \nformed, comprising professors from competing institutions, both private and public, collaborating to design quality preparation for teachers of young adolescents in the state of Ohio. Initially operating without defined membership requirements, dues, fees, constitution, or other formal structure, this ad hoc group eventually developed strong research interests to support and advocate for middle level education in Ohio.  \nAs early as 2005, OMLP members discussed conducting research that would support the preparation of middle level teachers. From the outset, the two-subject license for teachers of students in Grades 4–9 represented a significant departure from the previous certification structure for teachers of students in Grades K–8 and Grades 7–12 in Ohio. Not only did this change require a complete overhaul of teacher education programs, but it also presented challenges for public school systems in hiring and building configuration. Concerns about licensure and hiring surfaced at the state level and led to pressure on policy makers to revise or even dismantle the Grades 4–9 license. The initial purpose of the research conducted by OMLP was to prove that what teacher educators do in middle level teacher preparation mattered and that the middle childhood license should be preserved. Initially, a subcommittee of nine members of OMLP met to brainstorm potential research questions and possible proto-  \nCurrent Issues in Middle Level Education (2014) 19 (1), 1-5 1  \ncols. They discussed wide-ranging topics, such as the impact of licensure on student learning and staffing, the importance of knowledge of young adole","cbCaieDe6asRA8y0","https://ap.wps.com/l/cbCaieDe6asRA8y0","pdf",223052,"English","# Background\n## Ohio Middle Level Professors (OMLP) and licensure context\n# Philosophical Base\n## Guiding principles of the middle level philosophy","[{\"question\":\"What strengths does the article identify in the collaborative research process?\",\"answer\":\"It highlights professional relationships, professional development, courageous leadership, and a shared vision among team members.\"},{\"question\":\"What barriers affected the collaborative research process?\",\"answer\":\"Barriers included time and weather, differences in backgrounds and perspectives, and lack of support from the respective universities.\"},{\"question\":\"How did the researchers study the perceptions of the middle level license in Ohio?\",\"answer\":\"They conducted interviews with 14 teachers, their students, and administrators using a protocol based on NMSA/NCATE initial teacher preparation standards available at the time.\"}]","CIMLE Current Issues in Middle Level Education - 2014 - Parallels between a Collaborative Research Process and the Middle Level Philosophy | PDF",13]