Abstract
This practitioner perspective responds to recent scholarship calling for reinvigorating middle level education by suggesting that the purposeful inclusion of student voices in collaborative learning activities can help educators champion the academic and social growth of early adolescents. The recent practicum experience of a preservice candidate who prioritized the voices of her students illustrates the promotion of democratic education, innovation, and social justice in middle level education.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Marlatt, R. (2018). Walking the Talk: Promoting Middle School Philosophy by Embracing Student Voices. Middle Grades Review, 4(3). https://scholarworks.uvm.edu/mgreview/vol4/iss3/6
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