Teacher Research at the Middle Level - Strengthening the Essential Attributes of Education for Young Adolescents

Oct 15, 2026

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Teacher research (practitioner inquiry) is presented as an effective form of professional development for middle level teachers. The article explains how grades 4–9 teacher researchers investigate topics such as new teaching methods, approaches that meet the needs of all learners, transitions for young adolescents and teachers, and experiences supporting adolescents’ thinking and development. It describes a teacher research model, including reviewing related literature, building research plans, implementing studies over 6–8 weeks, analyzing data, drawing conclusions, and ongoing reflection.

LanguageEnglish

CategoryExam

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Teacher Research at the Middle Level

Purpose and effectiveness of teacher research

Teacher research model and process

Research focus areas for grades 4–9

CIMLE Current Issues in Middle Level Education (2014) 19 (1), 6-12 Teacher Research at the Middle Level: Strengthening the Essential Attributes of Education for Young Adolescents Connie DiLucchio Heather Leaman Kathleen Elicker Denise Mathisen West Chester University of Pennsylvania Teacher research (practitioner inquiry) is an effective form ofprofessional development for middle level teachers. Through teacher research, classroom teachers develop the skills needed to demonstrate mastery of the performance standards for middle level master teacher candidates. Using well-established research methods, middle level educators conduct classroom inquiry projects to investigate their teaching and their students' experiences and learning. This article explains the work of 4th to 9th grade teacher researchers who investigated: (a) new teaching methods or curriculum,(b) approaches to teaching that allow for teachers to meet the needs of all learners, (c) transitions foryoung adolescents or teachers, and (d) experiences that supportyoung adolescents' thinking and development. In order to describe the teacher research model, two middle level educators share their experiences of conducting research in their 5th grade classrooms. Throughout the article, the authors draw connections between middle level teachers' research experiences, student and teacher learning. Teacher research is an effective vehicle for teachers to examine their own practice through authentic investigations of their teaching and their middle school students’ learning and experiences in school. It allows teachers to develop deeper understanding of the young adolescents they teach while developing the skills needed to demonstrate mastery of the performance standards for middle level master teacher candidates. According to the Association for Middle Level Education (formerly National Middle School Association) Masters Level Teacher Preparation Standards (2005), middle level teachers should engage in: (a) the use of research based and data based decision making; (b) professional development for themselves and colleagues through research; (c) professional literature and resource development; (d) life-long learning; and (e) refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience (Standard 7 Middle Level Professional Roles). Teacher research incorporates each of these practices as teachers engage in their own professional development alone or with colleagues. As researchers, teachers use well-established methodology to conduct classroom research that benefits all middle level learners. Teacher research motivates teachers to use their classrooms as sites for inquiry to better understand and improve on one’s practice and/or the contexts in which they work (Hendricks, 2009; Hubbard & Power, 2003; Klehr, 2012; Somekh & Zeichner, 2009) . In these contexts, teacher researchers choose research questions that matter to them and emerge from their work with students and use their “insider” knowledge to change classroom practice (Manfra, 2009) . According to Falk and Blumenreich (2005), research about practice is “learning about something that you really care about: about finding out the “how,” “what,” or“why” of something”(p. 21) . The purpose of teacher research, to enrich practice and produce knowledge about teaching and learning, is carried out in middle level classrooms with the intention of supporting young adolescent learners. This article will review the work of middle level teachers who conducted teacher research projects in their classrooms as part of the M.Ed. in Applied Studies in Teaching and Learning program. The terms teacher research and action research are used interchangeably in this article. Broadly speaking, both terms refer to intentional, systematic inquiry to improve the quality of teaching and student learning. The Teacher Research Model The M.Ed. in

FAQs

Why does the article consider teacher research an effective professional development for middle level teachers?

It positions teacher research as practitioner inquiry that strengthens teachers’ ability to improve practice and understand students’ experiences and learning.

What types of questions or topics do grades 4–9 teacher researchers investigate?

They investigate new teaching methods or curriculum, strategies for meeting all learners’ needs, transitions for young adolescents or teachers, and experiences that support adolescents’ thinking and development.

What steps are included in the teacher research model described in the article?

The model includes reviewing related literature, developing a research plan, implementing the study for 6–8 weeks with data collection and interim review, analyzing data, drawing conclusions and implications, and engaging in ongoing reflection on teaching and learning.

Oct 15, 2026

Upload by jayni