Current Issues in Middle Level Education - Vol. 25 - Issue 1 - Article 2

Oct 15, 2026

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The article presents a multi-phase international comparative research study focused on higher education institution-based programs that prepare teachers of young adolescents (ages 10–15). It aims to document programmatic and pedagogical features across diverse national, regional, cultural, and institutional contexts; analyze how programs align with AMLE’s Middle Level Teacher Preparation Standards; and examine relationships among design elements, contexts, implementation processes, and outcomes within these varied settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Purpose and research scope

Context and standards alignment

Programs, design, implementation, and outcomes

Current Issues in Middle Level Education | Volume 25 Issue 1 | Article 2 | | --- | --- | | 2020
An International Study of Programs That Prepare Teachers of Young Adolescents
Cheryl R. Ellerbrock
University of South Florida, [ellerbro@usf.edu](ellerbro@usf.edu)
Katherine M. Main Dr
Griffith University, [k.main@griffith.edu.au](k.main@griffith.edu.au)
David C. Virtue
Western Carolina University, [dcv0004@auburn.edu](dcv0004@auburn.edu)
Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)
Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons | | Recommended Citation Ellerbrock, Cheryl R.; Main, Katherine M. Dr; and Virtue, David C. (2020) "An International Study of Programs That Prepare Teachers of Young Adolescents," Current Issues in Middle Level Education: Vol. 25 : Iss. 1 , Article 2. DOI: 10.20429/cimle.2020.250102 Available at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss1/2](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss1/2) This research 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](contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](contact digitalcommons@georgiasouthern.edu). An International Study of Programs That Prepare Teachers of Young Adolescents Cheryl R. Ellerbrock University of South Florida Katherine M. Main Griffith University David C. Virtue Western Carolina University Abstract This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards; and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents. Young adolescents (YAs, ages 10-15) undergo physical, social-emotional, cognitive, psychological, and moral developmental changes (Caskey & Anfara, 2014) that occur when they attend middle school, junior secondary school, or its equivalent. The Association for Middle Level Education (AMLE), an international organization that advocates for YA education, calls for schools to be developmentally responsive, challenging, empowering, and equitable, the four essential attributes of successful schools (NMSA, 2010) . AMLE defines developmentally responsive as,“using the nature of young adolescents as the foundation on which all decisions are made”(NMSA, 2010, p. 13) . Further, one of the 16 characteristics for educating YAs is “educators who value YAs and are prepared to teach them”(NMSA, 2010, p. 13) . Understanding the uniqueness of th

FAQs

What is the main purpose of the proposed study?

To conduct a multi-phase international comparative investigation of higher education institution-based programs that prepare teachers of young adolescents.

Which factors are the study intended to document and compare?

Programmatic and pedagogical features across diverse national, regional, cultural, and institutional contexts are to be documented and compared.

How will the research evaluate program alignment?

It will assess the extent to which these teacher preparation programs align with the AMLE’s Middle Level Teacher Preparation Standards.

Oct 15, 2026

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