Figure 1
Contexts in source publication
Context 1
... specifically, the intents were to understand: (a) which elements of the middle school concept are deemed essential; and, b) what competencies are required to be an effective beginning middle level teacher. In keeping with the requirements of case study research [13,14,15,16], multiple sources of evidence were gathered and analyzed through survey and interview questions aligned with the two research purposes and supported with relevant and related research literature conceptualized in four parts as presented in Figure 1. These include: (a) responsive and research-informed teacher education; (b) competency frameworks for effective teaching; (c) effective middle level teaching, based on the middle school concept; and, d) middle school contexts that provide practica and hire beginning middle level teachers. ...
Context 2
... the professional knowledge and skills are critical, a teacher who is unable to build relationships with students may struggle to meet diverse student needs, manage a class, or establish a learner-centred environment. As Bruce said, middle school teachers "know how to make relationships with kids, and they understand that they're not going to be able to teach them anything if they don't have a relationship with them" ([1], p. 204). Given the importance of relationships, it makes sense that the administrators rated caring, a relational characteristic, as the most important disposition of effective teachers. ...
