Article Title
Abstract
To promote dialogue and in response to calls for rigorous, large-scale, empirical studies as the standard that will move the field of middle level education forward, a collaborative of middle level teacher researchers submit three counterpoints to the appeals for consideration by the research community: 1) the power of the insights the authors’ gained from using the alternative research method of self-study; 2) the authenticity of using alternative research methods that mirror the uniqueness of a field predicated on the distinctiveness of educating diverse young adolescents; and 3) a reframing of “generalizability” from a “results” perspective to one of generalizability of the process that self-study methodology offers.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Kleine, K. L., Falbe, K. N., & Previts, J. L. (2018). A Call for Self-Study in Middle Level Teacher Education. Middle Grades Review, 4(2). https://scholarworks.uvm.edu/mgreview/vol4/iss2/2
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