[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599992-105":59,"doc-detail-599992-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","middle-level-faculty-and-change-vol-25-issue-1-article-3","Middle Level Faculty and Change - Vol 25 Issue 1 - Article 3","","Middle level education is characterized by constant change in teacher education programs, requiring faculty to shape future middle school leaders, educators, researchers, and advocates. Curriculum and organizational adjustments are needed to meet evolving state requirements, yet faculty resistance persists among some members who feel overburdened. Root-cause exploration of resistance can help programs collaborate with all faculty. The article opens a dialogue on leading faculty through change and empowering continued advocacy for the field.",{"@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/middle-level-faculty-and-change-vol-25-issue-1-article-3/599992/",{"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/middle-level-faculty-and-change-vol-25-issue-1-article-3/599992.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is change central to middle level education and teacher preparation?","Question",{"text":112,"@type":113},"Middle level education and teacher preparation continually evolve as new theories and practices develop, requiring programs to adapt their curriculum and organizational structures to meet state requirements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What drives resistance among some faculty members?",{"text":117,"@type":113},"Faculty resistance is linked to factors such as reluctance to move forward and the burden faculty may feel when asked to implement changes needed for preparing future educators.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article address leading faculty through curriculum change?",{"text":121,"@type":113},"It discusses exploring the root causes of resistance and begins a conversation on how to guide faculty through the change process so they can continue advocating for the field.","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},599992,1792116677,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 25  Issue 1 | Article 3 |\n| --- | --- |\n| 2020\u003Cbr>Middle Level Faculty and Change\u003Cbr>Robin Dever\u003Cbr>Kent State University-Geauga Campus and Twinsburg Academic Center, [rdever2@kent.edu](rdever2@kent.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Junior High, Intermediate, Middle School Education and Teaching Commons |  |\n\nRecommended Citation  \nDever, Robin (2020) \"Middle Level Faculty and Change,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 1 , Article 3.  \nDOI: 10.20429/cimle.2020.250103  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss1/3](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss1/3)  \nThis 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 [digitalcommons@georgiasouthern.edu](digitalcommons@georgiasouthern.edu).  \nMiddle Level Faculty and Change  \nRobin Dever  \nKent State University-Geauga  \nAbstract  \nThere is no argument that the world of middle level education is constantly changing. Teacher  \neducation programs are always in flux adopting their programs to meet these needs. Faculty who  \nteach within a middle level education teacher preparation program are at the front lines of  \npreparing the next generation of middle school leaders. They are responsible for not only  \nmolding the next generation of middle level educators but also shaping the next generation of  \nmiddle level education researchers and advocates. This requires constant changes to curriculum  \nand organizational structures while finding new methods to meet state requirements. However,  \nnot all faculty members are open to change; some resist moving forward. Some are over  \nburdened by this charge and often resist changes that are being implemented to best prepare this  \nnext generation. Exploring the root cause of faculty resistance can help programs work with all  \nfaculty. This article will begin a conversation on how to lead faculty members through these  \njourneys and empower them to continue to advocate for the field.  \nChange is inevitable. The difference is how you react to it. You can either jump onboard  \nand accept it, or resist. Some change is for the better and others can be a step backwards. No  \nmatter what the consequence, the one variable that doesn’t change is the fact that the world will  \nnever stop evolving. One place where this can always be seen is in the arena of education. As  \nnew theories evolve and practices change, new teaching methods are put in place. Some are fads  \nand stay only a short time while others are here for the long haul.  \nWhen practices in K-12 schools change, teacher preparation programs must adapt to these new methods as well. While this is true of all fields of education, one area that has seen drastic changes is the area of middle level education. Since its transition from a junior high to a middle school model, researchers and practitioners are continually refining how to best meet the needs of young adolescents.  \nThis situation is true of one middle level teacher preparation program as they worked through a process to add a major component into the existing teacher preparation curriculum. This addition was integrating the International Baccalaureate framework into the existing course of study for middle childhood education majors. This journey has taken nine years in the making as faculty had to prepare not only logistically to the changes but also philosophically. This article will explore the process and discuss how programs can better make curriculum changes  \nincluding considerations to respond to resistant faculty.  \nPublished by Digital ","cbCaieXZlSTGkUeJ","https://ap.wps.com/l/cbCaieXZlSTGkUeJ","pdf",83093,"English","# Middle Level Faculty and Change\n## Abstract\n## Background Information\n## Steps of Change","[{\"question\":\"Why is change central to middle level education and teacher preparation?\",\"answer\":\"Middle level education and teacher preparation continually evolve as new theories and practices develop, requiring programs to adapt their curriculum and organizational structures to meet state requirements.\"},{\"question\":\"What drives resistance among some faculty members?\",\"answer\":\"Faculty resistance is linked to factors such as reluctance to move forward and the burden faculty may feel when asked to implement changes needed for preparing future educators.\"},{\"question\":\"How does the article address leading faculty through curriculum change?\",\"answer\":\"It discusses exploring the root causes of resistance and begins a conversation on how to guide faculty through the change process so they can continue advocating for the field.\"}]","Middle Level Faculty and Change - Vol 25 Issue 1 - Article 3 | PDF",1792089824,15]