Nicole L. Thompson's research while affiliated with The University of Memphis and other places

Publications (9)

Article
In this study, we examined American Indian and Alaska Native (AI/AN) Head Start directors’ perceptions of the Classroom Assessment Scoring System (CLASS) and critically examined those perceptions to provide insight into the cultural appropriateness of the CLASS in the AI/AN Head Start context. Based on qualitative data from 76 AI/AN Head Start admi...
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Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level...
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For middle schools to fully achieve their goals, it is important for them to be staffed with teachers who understand the unique developmental needs of young adolescents and are specifically prepared to meet those needs. Middle school leaders have long been advocates of specialized teacher preparation and licensure; however, the current terrain of m...
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We, along with staff from nine Michigan tribes, examined Head Start’s role in American Indian lives using photovoice methodology, which puts cameras in the hands of community members to document their realities. The use of photovoice as a participatory methodology was purposeful given that it engages participants in the research process, thereby fo...
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Since William Alexander’s (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes desi...
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Given the dearth of research on elementary education majors’ experiences in middle level endorsement programs (Anderson, 2009), and the shortage of teachers aspiring to work with young adolescents, this case study examined the topic to provide insight into the experiences of preservice elementary education teachers. Specifically, this study focused...
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Abstract— Native children have been underrepresented in child development research in the United States and Canada. Their omission from studies is often attributable to specific challenges that add layers of complexity to the research process and require extensive commitment, time, and resources on the part of researchers. This article provides an...
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Looping, a school structure where students remain with one group of teachers for two or more school years, is used by middle schools to meet the diverse needs of young adolescents. However, little research exists on how looping effects the academic performance of students. This study was designed to determine if looping influenced middle school stu...
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Schools should be proactive rather than reactive to issues of technology safety, and this requires careful planning and policy implementation. In this article, the authors provide information and recommendations that will help middle grades educators, students, and parents to safely and successfully manage the many technologies they encounter and u...

Citations

... Dalam bagian ini, kami mendefinisikan pendidikan multikultural secara kritis, menyangkal definisi reduksionis dan problematis dari pendidikan multikultural, seperti "pendekatan pahlawan dan liburan," yang terlalu menyederhanakan budaya, kehidupan, dan kemanusiaan. Menegaskan bahwa pendidikan multikultural merupakan bidang studi yang dirancang untuk meningkatkan pemerataan pendidikan bagi semua (Barnes-Najor et al., 2021). Lebih lanjut, mereka menggarisbawahi bagaimana pedagogi kesetaraan merupakan aspek penting dari pendidikan multi budaya. ...
... Despite the middle school years' critical role in student long-term success (Balfanz, 2009) and the need for specialized middle grades preparation (Bishop & Nagle, 2016), fewer than 25% of middle level educators are prepared in specialized programs to teach young adolescents (Faulkner et al., 2017;Howell et al., 2018). The Association for Middle Level Education (AMLE; Bishop & Harrison, 2021) described essential attributes of middle level educators-challenging, developmentally responsive, empowering, and equitable-that specialized preparation could help foster. ...
... Despite the middle school years' critical role in student long-term success (Balfanz, 2009) and the need for specialized middle grades preparation (Bishop & Nagle, 2016), fewer than 25% of middle level educators are prepared in specialized programs to teach young adolescents (Faulkner et al., 2017;Howell et al., 2018). The Association for Middle Level Education (AMLE; Bishop & Harrison, 2021) described essential attributes of middle level educators-challenging, developmentally responsive, empowering, and equitable-that specialized preparation could help foster. ...
... Evidenced in the secondary PSTs' responses may be a trend towards MTs believing that the content knowledge is more relevant than the associated literacy of the learning area. This notion is referred to by Miller, Thompson, and Xu (2012) as a subject-centred approach to teaching. ...
... We held a two-day Indigenous mental health forum to identify and prioritize directions for Indigenous mental health and build a vision and strategy for improving coordinated and integrated mental health services and programs for Indigenous populations in the RMWB. Both the NGT and community visioning methods have been adapted to support group decision-making and priority-setting with Indigenous participants in the areas of health and community development [14,15]. The forum's aims were to: 1) discuss the challenges and opportunities in addressing mental health among Indigenous youth, adults, and families; 2) network key stakeholders across the region's sectors to explore where sectors could overlap and collaborate on improving mental health services for Indigenous populations; and 3) create innovative recommendations to support mental health wellness for Indigenous populations across the life course. ...
... The importance of institutions is reviewing their teacher preparation program and determining what additional support can be provided after graduation. Howell, Faulkner, Cook, Miller, and Thompson (2016) asserted teacher preparation programs, along with state certification requirements vary greatly, and are vague, overlapping, or non-existent. ...
... These findings, coupled with the belief that the Internet and related technologies have created environments that force young people to make decisions about situations that they are not developmentally ready to make (Miller, Thompson, & Franz, 2009), have raised serious concerns that gamers are not aware of the possible consequences of their online behavior. This is despite the widespread expectation that young people can circumnavigate today's technology-rich world almost instinctively. ...
... Although there is a very strong consensus in the educational literature that looping improves student outcomes (e.g. Nichols and Nichols, 2002;Cistone and Shneyderman, 2004;Tucker, 2006;Franz et al., 2010), much of the research up to now has been descriptive. The analysis in this chapter, therefore, fills this gap by providing a systematic assessment of the causal effect of looping on student achievement. ...
... Peoples include Indigenous developmental scientists and research samples that reflect our heterogeneity and tribal and geographic diversity. Perspectives refers to Indigenous-takes on mainstream paradigms, concepts and processes (Fish, 2020;Fish & Counts, 2021;Galliher, Tsethlikai, & Stolle, 2012;Thompson, Whitesell, Galliher, & Gfellner, 2012), whereas Indigenous paradigms are the product of Indigenous ontologies, epistemologies, methodologies and axiologies (see Hart, 2010;Peltier, 2018;Wilson, 2008). According to the Principles of the Two Row Wampum, developmental science should ideally include each feature to a similar extent as their mainstream counterparts. ...