Explore the vast range of titles available.

In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates. We conducted a systematic review of the literature guided by the following driving question: What does the research say about middle level teacher development and advocacy? Our review yielded 38 relevant sources and key thematic ideas across four thematic categories. We anticipate this review of the literature will be of interest to and inform middle level educators and researchers around equity- and justice-oriented middle level teacher development.

Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that engages the emerging criticality and sense of justice of young adolescents. For this reason, social justice education (SJE) is an especially promising responsive pedagogy for the middle grades. This study investigates the impact of a social justice project designed to promote justice-oriented views of citizenship on middle grades student perceptions of “good citizenship”. Findings indicate shifts in student perceptions of good citizenship toward more participatory and justice-oriented views of citizenship as well as increased critical consciousness. In addition, the findings indicate two new themes in student perceptions: (a) good citizens work together and (b) good citizens sometimes have to defy norms for justice. We close with a critical analysis of the findings and implications for responsive justice-oriented teaching and scholarship.

The purpose of this study was to explore multiple facets of young adolescent identity and related experiences through a scoping literature review. Based on Gardenswartz and Rowe’s Four Layers of Diversity Model, we specifically examined extant literature around five of the internal dimensions: gender, sexuality, race, ethnicity, and physical ability. Two overarching research questions guided this investigation: What is the range and nature of current findings on young adolescent identity and experience? What gaps exist in research on young adolescent identity and experiences? To address these research questions, our research group conducted a scoping literature review using predetermined search strings related to young adolescents, identity, and experiences. We organized and presented our results in three sections: (a) gender and sexuality, (b) race and ethnicity, and (c) physical ability and disability. For each section, we specified the relevant research details, summarized the nature and characteristics of articles reviewed in a table, and described the themes derived from the reviews of literature. An overall finding was the dearth of research on young adolescent identity and experiences. Our research highlights the importance of an intersectional approach for understanding and studying the totality of young adolescent identity and experiences.

The purpose of our research was to identify challenges middle grades educators face as they strive to disrupt for justice in their predominantly white schools/districts. Developmentally and culturally responsive education for all middle grades students calls on educators to embrace justice-oriented teaching. Yet middle grades teachers attempting to disrupt unjust practices and policies are often met with significant challenges that can undermine their efforts. Research illustrating these challenges could help justice-oriented middle grades teachers and leaders prepare for and proactively address these challenges. This article draws on the experiences of a group of middle grades educators to illustrate the numerous challenges they faced while leading and engaging in justice-oriented initiatives in the predominantly white state of Vermont. We describe four categories of challenges faced by the group: (a) institutional challenges; (b) interpersonal challenges; (c) pedagogic challenges; and (d) inner challenges. Drawn from the findings, we offer implications for justice-oriented middle grades teachers, administrators, and teacher educators.

Traditional * Diary-style written or typed Nontraditional * Ambiguous formatting and loose definition of journaling * Text journals, words, or audio * Conversational exchanges via digital platforms, often followed by \"quick writes\" or note jots While our work was between collegial academic middle grades teacher educators, there are implications for middle grades teachers and their students. For classroom teachers seeking to interrogate ambiguities inherent in problems of practice, similar options may include traditional diary-style written entries, as well as professional learning community (PLC)-anchored reflections through text, meeting table conversations, and stream-of-consciousness audio exchanges. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment. Focusing this thinking with the middle grades classroom as a guiding perspective, it follows to think that journaling through creative definitions, ambiguous formatting options, and multimodalities will help not only to support a culture of literacy richness in the middle grades classroom but also to encourage students to explore and to cultivate their abstract ideas.

Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.

The aims of the Inter-Sectoral Impact Model Intercomparison Project (ISIMIP) are to provide a framework for the intercomparison of global and regional-scale risk models within and across multiple sectors and to enable coordinated multi-sectoral assessments of different risks and their aggregated effects. The overarching goal is to use the knowledge gained to support adaptation and mitigation decisions that require regional or global perspectives within the context of facilitating transformations to enable sustainable development, despite inevitable climate shifts and disruptions. ISIMIP uses community-agreed sets of scenarios with standardized climate variables and socio-economic projections as inputs for projecting future risks and associated uncertainties, within and across sectors. The results are consistent multi-model assessments of sectoral risks and opportunities that enable studies that integrate across sectors, providing support for implementation of the Paris Agreement under the United Nations Framework Convention on Climate Change.

Incorporating brentuximab vedotin into the treatment of advanced-stage classic Hodgkin's lymphoma improves outcomes in adult and pediatric patients. However, brentuximab vedotin increases the toxic effects of treatment in adults, more than half of pediatric patients who receive the drug undergo consolidative radiation, and relapse remains a challenge. Programmed death 1 blockade is effective in Hodgkin's lymphoma, including in preliminary studies involving previously untreated patients. We conducted a phase 3, multicenter, open-label, randomized trial involving patients at least 12 years of age with stage III or IV newly diagnosed Hodgkin's lymphoma. Patients were randomly assigned to receive brentuximab vedotin with doxorubicin, vinblastine, and dacarbazine (BV+AVD) or nivolumab with doxorubicin, vinblastine, and dacarbazine (N+AVD). Prespecified patients could receive radiation therapy directed to residual metabolically active lesions. The primary end point was progression-free survival, defined as the time from randomization to the first observation of progressive disease or death from any cause. Of 994 patients who underwent randomization, 970 were included in the intention-to-treat population for efficacy analyses. At the second planned interim analysis, with a median follow-up of 12.1 months, the threshold for efficacy was crossed, indicating that N+AVD significantly improved progression-free survival as compared with BV+AVD (hazard ratio for disease progression or death, 0.48; 99% confidence interval [CI], 0.27 to 0.87; two-sided P = 0.001). Owing to the short follow-up time, we repeated the analysis with longer follow-up; with a median follow-up of 2.1 years (range, 0 to 4.2 years), the 2-year progression-free survival was 92% (95% CI, 89 to 94) with N+AVD, as compared with 83% (95% CI, 79 to 86) with BV+AVD (hazard ratio for disease progression or death, 0.45; 95% CI, 0.30 to 0.65). Overall, 7 patients received radiation therapy. Immune-related adverse events were infrequent with nivolumab; brentuximab vedotin was associated with more treatment discontinuation. N+AVD resulted in longer progression-free survival than BV+AVD in adolescents and adults with stage III or IV advanced-stage classic Hodgkin's lymphoma and had a better side-effect profile. (Funded by the National Cancer Institute of the National Institutes of Health and others; S1826 ClinicalTrials.gov number, NCT03907488.).