Students Taking Action Together: Social Action in Urban Middle Schools

Autor/inn/en	Linsky, Arielle C. V.; Hatchimonji, Danielle R.; Kruzik, Claudia L.; Kifer, Samantha; Franza, Nina; McClain, Kellie; Nayman, Samuel J.; Elias, Maurice J.
Titel	Students Taking Action Together: Social Action in Urban Middle Schools
Quelle	In: Middle School Journal, 49 (2018) 4, S.4-14 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2018.1488469
Schlagwörter	Social Action; Urban Areas; Middle School Students; Social Change; Values Education; Political Influences; Social Development; Emotional Development; Developmental Stages; Teaching Methods; Curriculum; Active Learning; Social Problems; Disadvantaged Schools; Social Justice; Low Income + Suchen Sie Ihr Suchwort? Soziales Handeln; Urban area; Stadtregion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sozialer Wandel; Werterziehung; Political influence; Politischer Einfluss; Soziale Entwicklung; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Aktives Lernen; Social problem; Soziales Problem; Soziale Gerechtigkeit; Niedriglohn
Abstract	Teaching character virtues and social-emotional skills in isolation of social-political context is incomplete at best. Further, racial and ethnic inequity in social action and political influence spans from youth to adults and must be addressed (Kahne & Middaugh, 2008b). Middle school is a crucial developmental time to cultivate students' social-emotional and character competencies alongside their social actions promoting positive change (Jones & Kahn, 2017). This article describes how our social-emotional and character development curriculum, called Mastering Our Skills and Inspiring Character (MOSAIC), inspired students to improve their school, community, and world. The lessons required students to engage in the kind of active learning that the Association for Middle Level Education champions through its statement, This We Believe: Keys to Educating Young Adolescents, by applying the skills they learn in the classroom to relevant social issues (National Middle School Association [NMSA], 2010). Our article brings this approach to life by illustrating its use in an under-resourced, highly stressed, urban school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01