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Students taking action together: Social action in urban middle schools.

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Title: Students taking action together: Social action in urban middle schools.
Authors: Linsky, Arielle C. V. linsky.arielle@gmail.com, Hatchimonji, Danielle R. danielle.hatchimonji@gmail.com, Kruzik, Claudia L. kruzik@bc.edu, Kifer, Samantha samantha.kifer@gmail.com, Franza, Nina ninafranza1@gmail.com, McClain, Kellie km716@student.fdu.edu, Nayman, Samuel J. samuelnayman@gmail.com, Elias, Maurice J. melias@psych.rutgers.edu
Source: Middle School Journal. 2018, Vol. 49 Issue 4, p4-14. 11p. 2 Charts.
Subject Terms: *Student engagement, *Middle school students, *Middle school education, *Educational leadership, *Learning, *Comprehension
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. [ABSTRACT FROM AUTHOR]
Copyright of Middle School Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Students taking action together: Social action in urban middle schools.
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  Data: <searchLink fieldCode="AR" term="%22Linsky%2C+Arielle+C%2E+V%2E%22">Linsky, Arielle C. V.</searchLink><i> linsky.arielle@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hatchimonji%2C+Danielle+R%2E%22">Hatchimonji, Danielle R.</searchLink><i> danielle.hatchimonji@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kruzik%2C+Claudia+L%2E%22">Kruzik, Claudia L.</searchLink><i> kruzik@bc.edu</i><br /><searchLink fieldCode="AR" term="%22Kifer%2C+Samantha%22">Kifer, Samantha</searchLink><i> samantha.kifer@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Franza%2C+Nina%22">Franza, Nina</searchLink><i> ninafranza1@gmail.com</i><br /><searchLink fieldCode="AR" term="%22McClain%2C+Kellie%22">McClain, Kellie</searchLink><i> km716@student.fdu.edu</i><br /><searchLink fieldCode="AR" term="%22Nayman%2C+Samuel+J%2E%22">Nayman, Samuel J.</searchLink><i> samuelnayman@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Elias%2C+Maurice+J%2E%22">Elias, Maurice J.</searchLink><i> melias@psych.rutgers.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Middle+School+Journal%22">Middle School Journal</searchLink>. 2018, Vol. 49 Issue 4, p4-14. 11p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Middle School Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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