Analyzing a Qualitative Research Report
Question:
400-500 words
Attached: Read Kiefer and Ellerbrock’s 2012 qualitative research report titled “Caring and Fun: Fostering an Adolescent-Centered Community Within an Interdisciplinary Team.” Describe how this research report could be useful to a professional in higher education.
Middle Grades Research Journal, Volume 7(3), 2012, pp. 1–17 ISSN 1937-0814
Copyright © 2012 Information Age Publishing, Inc. All rights of reproduction in any form reserved.
CARING AND FUN
Fostering an Adolescent-
Centered Community
Within an Interdisciplinary Team
Sarah M. Kiefer and Cheryl R. Ellerbrock
University of South Florida
This qualitative case study analyzed how one interdisciplinary team within a large middle school fostered a
responsive adolescent-centered community for eighth-grade team students. Data were collected during the
spring semester of the 2009 school year via observations, individual interviews, and focus group interviews
with nine participants, including four eighth-grade students, four eighth-grade team teachers, and one middle
school principal. Findings indicate developmentally responsive school organizational structures (i.e., interdis-
ciplinary teaming, flexible scheduling, homeroom, and common planning time) and team teacher characteris-
tics and practices helped to promote an adolescent-centered community that met eighth-grade students’ needs
for care and fun, in addition to other basic and developmental needs. Meeting eighth-grade students’ needs for
care and fun emerged as the major theme in the promotion of an adolescent-centered, developmentally respon-
sive community within one interdisciplinary team at the middle level.
The promotion of a middle school environ-
ment responsive to students’ needs is a vital
component of an effective middle school,
noted as one of the essential attributes of the
Association for Middle Level Education’s
(AMLE) This We Believe: Keys to Educating
Young Adolescents (National Middle School
Association [NMSA], 2010). Two important
needs young adolescents have include the need
to be cared for and experience school as fun
(Noddings, 2005; Schmakel, 2008). While
care and caring school communities have been
examined at the elementary school (Battistich,
Solomon, Watson, & Schaps, 1997) and more
recently at the high school levels (Ellerbrock
& Kiefer, 2010; Garza, 2007; Lee & Ryser,
2009; Schussler & Collins, 2006), studies that
focus on care and caring school communities
are not overly abundant at the middle level (see
Alder, 2002; Cushman & Rogers, 2008; Fer-
reira & Bosworth, 2000; Hayes Ryan, &
Zseller, 1994 as exceptions). The notion of
school as fun has been around for a long time,
as Dewey (1910) believed the perfect mental
• Sarah M. Kiefer, 4202 East Fowler Avenue, EDU 165, University of South Florida, Tampa, FL 33620, United States.
E-mail address: kiefer@usf.edu
2 Middle Grades Research Journal Vol. 7, No. 3, 2012
condition for learning was, “To be playful and
serious at the same time” (p. 218). However,
fun in school as a need students want fulfilled
within the school environment and exactly
what students consider to be “fun in learning”
has been relatively understudied at the second-
ary level (see Schmakel, 2008, as an excep-
tion). Additionally, few studies have directly
investigated how students’ needs for both care
and fun are met within the middle school.
While research highlights the importance of
a responsive middle school environment,
including structures and practices that meet the
needs of young adolescents (Eccles & Midg-
ley, 1989; Eccles & Roeser, 2011; Eccles et al.,
1993; NMSA, 2010), there has been a recent
call for additional research that examines,
embraces, and retains responsive middle level
innovations known to work well for students at
the middle level. Building relationships with
students, interdisciplinary teaming, and com-
mon planning are three practices specifically
mentioned as exemplary middle level elements
that warrant continued investigation (Caskey,
2011). Further, Caskey (2011) urges that stu-
dents be treated as “honored guests” where
they are invited into conversations, including
research conversations, and looked upon as
having noteworthy contributions to add. Lis-
tening to student voices in order to understand
how students’ needs, specifically the need for
care and fun, are met within an eighth-grade
interdisciplinary team may help to extend the
current literature base on how such middle
school practices are responsive to the needs of
today’s young adolescent. The current study
utilized a within-site qualitative case study
approach to gain a detailed understanding of
how one interdisciplinary team at a large mid-
dle school nurtured an adolescent-centered
community that was responsive to students’
needs for both care and fun in school. Interdis-
ciplinary teaming and other organizational
structures (i.e., flexible scheduling, home-
room, and common planning time), along with
developmentally responsive teacher character-
istics and practices, may promote an adoles-
cent-centered community responsive to
students’ needs for both care and fun while
also meeting other basic and developmental
needs.
An
Adolescent-Centered Community
We conceptualize an adolescent-centered
community as one that fosters an environment
responsive to students’ needs, including the
need to receive care and to experience school
as fun. We used four interconnected theoreti-
cal frameworks to help guide our conceptual-
ization and examination of how
interdisciplinary teaming may foster a respon-
sive adolescent-centered community. Specifi-
cally, we utilized self-determination theory
(Deci & Ryan, 1985; 2000), stage-environ-
ment fit theory (Eccles & Midgley, 1989;
Eccles & Roeser, 2011; Eccles et al., 1993), a
caring school community (Battistich et al.,
1997; Ellerbrock & Kiefer, 2010), and the
need for fun in school (Glasser, 1996; Larson
& Gatto, 2004; Schmakel, 2008).
According to the self-determination theory,
individuals have basic psychological needs for
competence, relatedness, and autonomy (Deci
& Ryan, 1985, 2000). Meeting these basic life-
long needs allows for intrinsic motivation and
high quality learning to flourish. The stage-
environment fit theory suggests educators can
foster a responsive environment by providing a
match between students’ developmental needs
and the opportunities afforded within the class-
room and school (Eccles & Midgley, 1989;
Eccles & Roeser, 2011; Eccles et al., 1993).
These needs must be addressed within the
school to promote positive functioning,
engagement, and motivation (Eccles, 2004).
Eccles (2004) highlights the importance of a
responsive school context:
Individuals have changing emotional, cogni-
tive, and social needs and personal goals as
they mature … schools need to change in
developmentally appropriate ways if they are
to provide the kind of social context that will
continue to motivate students’ interest and
engagement as the students mature. (pp. 125-
126)
Caring and Fun 3
Responsive school environments may pro-
vide a foundation for the establishment of a
community where students feel cared for
(Noddings, 2005) and experience school as fun
(Larson & Gatto, 2004; Schmakel, 2008).
Chaskin and Rauner (1995) conceptualize car-
ing as a way to respond to students’ basic psy-
chological needs, including the need for
belongingness, connectedness, support, and
competency. A caring school environment is
described as, “A place where students and
teachers care about and support each other,
where individuals’ needs are satisfied within a
group setting, and where members feel a sense
of belonging and identification with the group”
(Ellerbrock & Kiefer, 2010, p. 396). Glasser
(1996) claimed all human behavior is driven
by four needs, including the need for fun.
Extant theory and research suggest the notion
of “school as fun” as being associated with
pleasure, enjoyment, and a lack of academic
rigor does not fully capture the notion of the
teacher, the classroom, or learning as fun (Lar-
son & Gatto, 2004; Mann, 1996). Rather,
“school as fun” may include exciting learning
activities, forging meaningful connections to
the learning material, in addition to supportive
and caring teacher-student relationships (Lar-
son & Gatto, 2004; Schmakel, 2008). When
the school environment and the learning expe-
riences fulfill students’ needs, a sense of true
community, engagement, interest, exploration,
and enjoyment is often experienced (Battistich
et al., 1997; Ryan, 1995; Ryan & Deci, 2000).
Although a school environment where students
experience care and fun may benefit students
of all ages, it is particularly important during
early adolescence, when individuals often
undergo multiple developmental changes and
declines in academic motivation and engage-
ment (Eccles & Roeser, 2011; Eccles et al.,
1993).
Essential Components of an Adolescent-
Centered Community
Previous research indicates several compo-
nents are essential to fostering an adolescent-
centered community that meets students’
needs. Responsive school organizational struc-
tures along with teacher characteristics and
practices that make it easier to get to know stu-
dents are essential aspects of an effective mid-
dle school (Eccles et al., 1993; NMSA, 2010).
Middle schools should be organized to encour-
age positive relationships, support responsive
teacher characteristics and practices, and pro-
mote a sense of community. Organizational
structures, such as interdisciplinary teaming,
flexible scheduling, and homeroom can help
increase the amount of time team teachers
have to build positive relationships with stu-
dents, meet students’ needs, and afford teach-
ers the opportunity to collaborate with one
another (George & Alexander, 2003; Jackson
& Davis, 2000; Mertens & Flowers, 2004;
NMSA, 2010). Research suggests teaming,
along with its complementary structures, help
to create opportunities for students to establish
a deep sense of community (George & Alexan-
der, 2003; Pate et al., 1993; Powell, 1993), sta-
ble relationships and deep bonds with teachers
and classmates (George & Alexander, 2003),
and an affiliation with a peer group (Jackson &
Davis, 2000).
While organizational structures set the
foundation for an adolescent-centered commu-
nity, teachers who exhibit characteristics and
employ practices that are developmentally
responsive play a significant role in nurturing
this community. Teacher-student relationships
are among the most salient of school-based
social relationships for students, “When stu-
dents make a lasting connection with at least
one caring adult, academic and personal out-
comes improve” (Jackson & Davis, 2000,
p. 143). Responsive teachers exhibit character-
istics such as a sense of humor, “withitness,”
good management skills, respect, kindness,
helpfulness, high expectations, and being a
warm demander (Bondy & Ross, 2008; Bos-
worth, 1995; Cushman & Rogers, 2008; Eller-
brock & Kiefer, 2010; Hayes et al., 1994).
Teachers may cultivate caring relationships by
modeling caring behavior (Noddings, 2005) as
well as demonstrating interest and enthusiasm
4 Middle Grades Research Journal Vol. 7, No. 3, 2012
through the subject(s) they discuss, soliciting
prior knowledge, and encouraging identity for-
mation and exploration (Cushman & Rogers,
2008). In addition, students report responsive
teachers take time to know their students well,
provide constructive feedback, and are aca-
demically helpful (Alder, 2002; Wentzel,
1997).
Although students’ experiences of care and
fun in school are essential components of a
developmentally responsive community and
recent qualitative research has focused on stu-
dents’ perceptions of understanding middle
school as a fun and caring place, care and fun
are often examined separately. Research indi-
cates middle school students perceive teachers
as caring when they know them well, provide
guidance and academic help, hold high expec-
tations for behavior and achievement, encour-
age success and positive emotions, listen to
students, and foster opportunities to experi-
ence fun (Alder, 2002; Garza, 2007; Hayes et
al., 1994; Lee & Ryser, 2009; Wentzel, 1997).
Middle school students want teachers who
help them learn about themselves and their
classmates, are fair, treat them with respect,
and provide opportunities for students to con-
tribute to classroom decision making (Cush-
man & Rogers, 2008). Further, fun in learning
is salient at the middle level as young adoles-
cents are motivated when they perceive activi-
ties as productive, fun, enjoyable, and
interesting (Schmakel, 2008). Together these
findings suggest middle school students crave
a caring and fun community and that teachers
play a critical role in creating such a commu-
nity. However, to the authors’ knowledge, care
and fun have not been directly examined in
middle school together, in addition to the roles
that school structures and teachers play in
responding to the needs of young adolescents,
including experiencing care and fun. Thus, the
current study examines care and fun in school
in tandem to gain a deeper understanding of
how these needs may be met by responsive
school structures and responsive teacher char-
acteristics and practices at the middle level.
METHODS
Purpose
The aim of this within-site qualitative case
study investigation (N = 9) was to gain a
detailed understanding of how one interdisci-
plinary team nurtured an adolescent-centered
community that was responsive to eighth-
grade students’ needs for fun and care as well
as other basic and developmental needs. Case
study methodology was selected due to its
ability to study a single bounded system, such
as an interdisciplinary team, in great detail
(Merriam, 2009). Specifically, we wanted to
know, “How does one interdisciplinary team at
Ford Middle School foster an adolescent-cen-
tered community responsive to their eighth-
grade students’ needs, including the need for
care and fun in school?” This study was part of
a larger longitudinal multi-site qualitative case
study (N = 23) that investigated the develop-
mentally responsive nature of the transition
from middle school (eighth grade) to high
school (ninth grade). A multisource case study
approach highlighting the complexity of stu-
dent, teacher, and administrator voices pro-
vided a deep understanding of how one
interdisciplinary team fostered an adolescent-
centered community.
Context
Ford Middle School is located within a
large, socioeconomically and ethnically
diverse school district in the Southeastern
United States. At the time of data collection
(spring of 2009), Ford had a total school
enrollment of 1559 students, including 480
eighth-grade students dispersed among four
teams. Sixty percent of Ford’s population was
minority and 53% of students received free/
reduced lunch. The team highlighted in the
current study, the Rams, was a split-level sev-
enth and eighth-grade team with 56 eighth-
grade students and four teachers.
Caring and Fun 5
Identification of Participants
Purposeful sampling was used to select the
team and participants in order to help ensure an
“information-rich” case (Patton, 2002, p. 46).
This study was part of a larger, year-long mul-
tisite qualitative case study (N = 23), including
four students who were on the same split-level
seventh and eighth grade team, all four of their
team teachers, their middle school principal, in
addition to each students’ core ninth grade
school teachers (N = 13) and their high school
principal.
Nine people who were part of this larger
investigation participated in the current study.
The middle school principal selected one
eighth-grade team based on a set of predeter-
mined criteria (i.e., an interdisciplinary eighth-
grade team, student population of the team
represented the overall middle school demo-
graphics, and all team teachers were willing to
participate). All 56 eighth-grade students on
the selected split-level seventh and eighth-
grade team who met additional criteria (i.e.
were scheduled to attend the primary feeder
high school for ninth grade) were invited to
participate. Four eighth-grade students who
represented the overall demographics of the
school and team who had plans to attend the
major feeder high school and who returned
parent permission slips were selected for par-
ticipation. Student participants included Troy
(Black male), Jimmy (White male; eligible for
free and reduced lunch), Katelyn (White
female; eligible for free and reduced lunch),
and Lauren (Hispanic female). All four team
teachers participated, including Mrs. Cope-
land, Ms. Hamilton, Ms. Mirabelle, and Ms.
O’Connell along with Mrs. Cramer, the school
principal (all White females). Teaching expe-
rience ranged from 2 (Ms. Hamilton) to 9
years (Mrs. Copeland). The principal had been
an administrator at Ford for 3 years. All partic-
ipants, including parents/guardians of the stu-
dent participants, signed informed consent
forms. Students were read an informed assent
protocol and provided verbal affirmation
along with written consent prior to participat-
ing. Pseudonyms were used for all participants
and identifying components of the school
(e.g., school and team name) to ensure confi-
dentiality.
Data Collection
The present study utilized Merriam’s
(2009) qualitative case study methodology
grounded in the aforementioned theoretical
frameworks to gain insight on how one inter-
disciplinary team cultivated an adolescent-
centered community that met students’ needs
for care and fun in school. Multiple sources of
data were collected, resulting in a theme-based
description of the case (Creswell, 2007). As
part of the larger study, all four students were
followed across the middle-to-high-school
transition and were observed in their core
courses (4 team teachers in eighth grade, 13
teachers in ninth grade), as well as interviewed
individually and in focus groups at both the
eighth-grade and ninth-grade levels. Individual
students’ core teachers were interviewed at the
eighth and ninth grade levels, in addition to the
principal at both school sites.
In the current study, focus group and indi-
vidual interviews served as the primary
method of data collection with classroom
observations and archival data serving as sec-
ondary sources.
Seven interviews took place, including one
teacher team focus group interview, one
eighth-grade student focus group interview,
four individual eighth-grade student inter-
views, and one principal interview. Semi-
structured interview protocols guided all indi-
vidual and focus group interviews. A sample
question for students included, “If you could
create the best eighth-grade team teacher ever,
what would that teacher look like and how
would they teach?” A sample question for
teachers included, “Describe how you build
relationships and connections with your
eighth-grade students.” All interviews were
audiotaped and completely transcribed (total-
ing 58 single-spaced pages of transcripts).
Individual students were followed throughout
6 Middle Grades Research Journal Vol. 7, No. 3, 2012
their team classes in eighth grade. In addition,
non-structured portions of the day (e.g., before
and after school, class interchanges, lunch, in
school activities and events) were observed.
Thus, a total of 26 observations took place
(totaling approximately 24 hours of observa-
tions), including 24 classroom and lunchtime
observations, one observation of the eighth-
grade team end of year luau party and the
eighth-grade send-off. Archival evidence
included student work, lesson plans, students’
schedules, and team rules. Methods designed
to minimize subjectivity include the use of
member checks, peer reviews, a research jour-
nal, and the use of analyzed data to help collect
additional information.
Data Analysis
The current study utilized Hatch’s (2002)
inductive approach to data analysis. This
approach involves looking for patterns in data
and making general statements regarding the
phenomena. Hatch’s method was selected due
to its ability to focus deeply on a particular
entity (i.e., interdisciplinary team) and high-
light participants’ stories. Inductive analysis
begins with reading and rereading the data,
resulting in separation of data into analyzable
parts that, based on the research question,
merit further examination. These analyzable
parts are referred to by Hatch as frames of
analysis. Both researchers independently
coded all data into frames, compared and dis-
cussed each frame until a consensus was
reached. The next step in inductive analysis is
to form domains. Domains are a set of catego-
ries that reflect relationships represented in the
data. Using the main research question as a
guide, both researchers collaboratively formed
domains. Each domain was refined until it
completely and clearly represented how the
interdisciplinary team studied in this investiga-
tion promoted an adolescent-centered commu-
nity. Two domains emerged from the data:
organizational structures-student relationship
and team teacher-student relationship.
Domains were evaluated for sufficient support
and disconfirming evidence were analyzed. By
asking, “How does all this fit together?”
(Hatch, 2002, p. 173), eighth-grade students’
need for care and fun emerged as the major
theme in the promotion of an adolescent-cen-
tered community within the interdisciplinary
team. Last, a master domain sheet was created
(see Table 1) and excerpts from the data were
chosen for inclusion in this manuscript.
TABLE 1
Master Outline of Relationships That Served as a Way to
Promote an Adolescent-Centered Community Responsive to Eighth-Grade Students’ Needs
Organizational Structures-Student Relationship
− Organizational structures served as a way to promote an adolescent-centered community responsive to eighth-grade
students’ needs
• Interdisciplinary teaming
• Flexible scheduling
• Homeroom
• Common planning time
Team Teacher–Student Relationship
− Team teachers themselves helped to promote an adolescent-centered community responsive to eighth-grade students’
needs
• Teacher characteristics
• Teacher practices
Caring and Fun 7
RESULTS
Findings indicate two types of relationships
served as a way to promote an adolescent-cen-
tered community responsive to eighth-grade
students’ needs within their interdisciplinary
team, especially the need for care and fun (orga-
nizational structures-student and team teacher-
student; see Table 1). Results from the organi-
zational structures-student relationship suggest
interdisciplinary teaming, flexible scheduling,
homeroom, and common planning time were
central to the promotion of care and fun within
an adolescent-centered community. Results
from the team teacher-student relationship sug-
gest developmentally responsive teacher char-
acteristics and practices may have helped to
promote an adolescent-centered community
where students’ needs for care and fun were
met.
Organizational Structures-Student
Relationship: Promoting a Caring and
Fun Adolescent-Centered Community
Teaming is very important to me. It’s the
whole child that we look at in middle school.
We are looking at building relationships, a lot
of physical and social things going on.
Things that they don’t always share with their
parents. Things that they share with a friend
and hopefully with teachers through relation-
ships. I want them to leave Ford [Middle
School] with a good foundation in education
but also good human nature. How to seek
advice, how to look for help, how to be a
leader, how to know when to step back, these
are all just as important as the academic and I
feel like if we don’t give that to them in mid-
dle school, I’m not sure where they are going
to get it. —Mrs. Cramer, Principal
As reflected in Mrs. Cramer’s quote above,
interdisciplinary teaming is viewed as the heart
of a responsive, adolescent-centered commu-
nity. Within the organizational structures-stu-
dent relationship, interdisciplinary teaming
along with its complimentary structures (i.e.,
flexible scheduling, homeroom, and common
planning time) helped to set the foundation
that fostered an adolescent-centered commu-
nity for eighth-grade team students. Specifi-
cally, organizational structures provided
opportunities for team teachers to be able to
meet students’ needs for care, fun, and con-
nectedness.
Eighth-grade students were divided into
two smaller groups for a blocked period of
time (131 or 160 minutes total depending on
the bell schedule) that consisted of two
classes (science and social studies) and a
homeroom period. Because math and Eng-
lish classes were grouped by ability, in the
afternoon students were not necessarily in the
exact same small group that they were in the
morning. However, groups remained rela-
tively intact throughout the day. This type of
organization followed the middle school con-
cept design. Students experienced an
increased amount of time during their school
day with a smaller, more intimate group of
students and team teachers. Team teachers
valued the sense of connectedness brought
about by the organizational structures and
believed students benefited from this organi-
zational arrangement as well as they experi-
enced a sense of relatedness to both their
team teachers and fellow peers. As Ms. Mira-
belle stated, “I do feel that when we have
those 56 kids, they know each other better,
they see the same faces all day. I think we
are lucky to have a tighter knit group than
other teams.” Students, like Katelyn, con-
firmed Ms. Mirabelle’s statement:
Researcher: So talk to me about your team,
the Rams [eighth grade team name]?
Katelyn: It’s cool. We have fun students and
cool teachers.
Researcher: Do you have similar kids from
your team in your classes?
Katelyn: Yes.
Researcher: What do you think about that?
Katelyn: It’s cool because you get to see
them all day.
8 Middle Grades Research Journal Vol. 7, No. 3, 2012
Students’ perception of their team teachers
and teammates as “fun” was related to the
amount of time they spent together on a daily
basis. As a result of the organizational struc-
ture of this team, students recognized only
eighth-grade students as members of their
team. Further, students viewed the small
group of eighth-grade students they spent
most of their morning with as their “home-
room team” or team within their eighth-grade
team, increasing their sense of relatedness to
the group. As Lauren explained:
Lauren: These two classes [science and
social studies] are the ones that I am
mostly friends with. There are some kids
in the other classes, but it’s not like these
classes.
Researcher: So it’s your team?
Lauren: Yes. I’m more friends with my
homeroom team. We spend first period
and second period together.
Findings suggest common planning time
provided team teachers the opportunity to com-
municate with one another and to act as a cohe-
sive unit in order to best support students’
needs, a noted byproduct of this middle level
organizational structure. The flexible team
schedule afforded teachers the opportunity to
have a common planning and lunch period
where they spent a large block of time (approx-
imately 100 minutes) together every day. Dur-
ing this time, teachers discussed individual
students and planned team-wide events. Teach-
ers shared how being on a team together
increased teacher communication, helping
them work together to best meet students’
needs, specifically for care and fun. As Ms.
O’Connell shared:
I feel that we help instill that [a sense of
team] in them too. Because we meet every
day at lunch [joint common planning and
lunch period], we know that so and so was
having a bad day this morning and then they
see you and you say, “I heard that you were
having a bad day this morning.” “How did
you know that?” It’s because we are tighter
as a team, so the students realize that we are
working as a team to try and help them.
Students knew that their team teachers had
daily planning time together, ate lunch
together, and worked as one cohesive group.
Witnessed during multiple observations, stu-
dents, like Jimmy, would enter Ms. Hamilton’s
classroom during lunchtime, the place where
team teachers met for common planning and
lunch, to talk about schoolwork, their personal
lives, and solicit advice. Teachers encouraged
this type of behavior by making in-class
announcements and providing passes to stu-
dents who wanted to meet with them during
lunch.
Interdisciplinary teaming, scheduling,
homeroom, and common planning afforded
opportunities for teachers to plan and carry out
several team-wide events that were perceived
by students as both fun and educational. Such
team events included homeroom competitions,
a time capsule, and a luau. Students reported
the time capsule was one of the most fun and
memorable events of their eighth-grade year.
As Lauren shared:
I really liked the time capsule because we
all got to put something in it, all the eighth
graders on our team. If someone dug it up
we would want them to remember us by the
little items that we put in there … we went
out and Mrs. Copeland brought a rose bush,
bought a gate to put around it, and brought
a stone. I got to hold the stone and put it on
the ground. So we all took a class picture of
that. I think that by her taking the time to
make all that stuff and get all that stuff for
us was really special.
Students recognized the time and effort team
teachers put into creating such fun events, per-
ceiving their efforts as a way that their teachers
demonstrated care. When discussing the
eighth-grade team luau, Troy expressed how
such events made him feel cared for by his team
teachers:
Caring and Fun 9
Troy: Yeah. It took all that time to set it up
[eighth-grade team luau].
Researcher: So you noticed that it took some
extra time on their part? How did that
make you feel when you realized that?
Troy: That they cared about us.
Team Teacher-Student Relationship:
Promoting a Caring and Fun
Adolescent-Centered Community
Researcher: What’s it like to be on the Rams?
Katelyn: Fun, we have fun teachers.
Researcher: What makes your teachers fun?
Katelyn: They are really young and relatable.
Researcher: What do you mean when say re-
latable?
Katelyn: They try to help you as much as they
can. And they try to be in your situation to
help you through things … the way they
teach classes. They make it fun learning.
Katelyn, one of the eighth-grade students,
illustrated in the above quote the importance of
teacher-student relationships in promoting an
adolescent-centered community that is both
fun and caring. Within the team teacher-stu-
dent relationship, teacher characteristics and
practices may have helped to promote a fun
and caring adolescent-centered community.
Participants often perceived care and fun in
school as being connected—teachers were as
viewed as fun when they were caring and car-
ing when they were fun. Teacher characteris-
tics such as being fun and making learning fun
along with being a caring, warm demanding
educator were perceived to help foster an ado-
lescent-centered community within the team.
Teacher practices, including fostering high
quality teacher-student relationships and pro-
viding fun, in-class activities and team events
further supported the promotion of a respon-
sive adolescent-centered community. How-
ever, some team teachers lacked a complete
understanding of students’ needs for care and
fun, which served as a barrier to promoting a
responsive community for students.
Meeting Students’ Needs for Care and
Fun: Teacher Characteristics
Team teachers were purposefully selected
by the school administrators to be members of
one of four eighth-grade teams at Ford. During
an interview with Mrs. Cramer, the principal at
Ford, she explained the characteristics she
sought in her eighth-grade teachers, “I have to
have the right teacher that can have the right
relationship, non-sarcastic, caring yet nurtur-
ing, but can also give eighth-grade students
their space.” Throughout student interviews,
all students reported that responsive teachers
knew them and their friends well; were
respectful, funny, athletic, outgoing, and relat-
able; handled disruptive students; and made
school fun. Fun, continuously mentioned by
every student in the study, was highlighted as
an important characteristic that students
looked for in their team teachers. For students,
perceiving team teachers as fun was associated
with teacher characteristics such as being relat-
able and caring, as noted in Katelyn’s quote
above.
During the teacher focus group, team teach-
ers shared instances when they took on the
characteristics of caring warm demanders by
believing it was their responsibility to help stu-
dents achieve academic excellence, communi-
cating high expectations, and providing
multiple supports to help students be success-
ful. Ms. Hamilton reflected on the notion of
being a warm demander:
For me, it goes with the high expectations
thing. Zero is not an option in my class. I tell
them that you have to be in a coma to get a
zero in my class. I give them a 100 at the
beginning of the semester and it’s their job to
keep it. I don’t accept zero’s. You have to do
the work.
When asked how they handle less than quality
student work, Ms. Mirabelle stated:
With all tests, I grade it. I offer it to every stu-
dent that if you want to make the corrections
to this you can get back half the points. That
will definitely bring your grades up. If you
10 Middle Grades Research Journal Vol. 7, No. 3, 2012
made a 70 or lower, it’s not an option, you
have to do it. I sometimes have a student that
gets a 90 and they want to do it, and I say that
they can do it. They just need to write it on a
separate piece of paper, copy the problems
and redo it. Usually they do earn back points
like that, so it helps them bring up their grade.
With homework assignments that I collect
and grade, if I don’t think it’s quality work, I
don’t grade it. I put a note on it that they have
to redo it.
Ms. Hamilton echoed this sense of high expec-
tations for student work, “I will give it back to
them to improve it. They have an option to
continue to make changes and upgrade their
grade.”
All students in this study wanted their
teachers to display the characteristics of a
responsive, warm demanding teacher. For
example, Jimmy stated in an individual inter-
view, “I like the ‘in between’ one [teacher] that
enforces the rules but likes to joke around, like
Ms. Hamilton.” The notion of teachers having
high expectations and supporting student suc-
cess is echoed in Katelyn’s statement, “They
[team teachers] help you prepare for high
school and do a lot to make you stay on track.
If you need help with work, or understanding
high school, they help you.” However, not all
teachers consistently displayed these charac-
teristics. For example, with regard to adhering
to high expectations, Ms. O’Connell shared
how she aimed to prepare students for the “real
world” where she believed they would not
receive additional assistance or second
chances:
I hold very high expectations in my class-
room. If they are not prepared, I kick them
out. They go to Ms. Mirabelle’s room. If you
don’t have a pencil and paper, I don’t want
you in my class and they are immediately
kicked out to another room and their job is to
make up the work and if they don’t make it
up it’s a zero … to me it’s important to teach
them because in the workforce they are not
going to get hand outs.
Meeting Students’ Needs for Care and
Fun: Teacher Practices
Team teachers’ developmentally respon-
sive characteristics resulted in a series of prac-
tices that may help to promote a caring and fun
adolescent-centered community. Two key
teacher practices included fostering caring
teacher-student relationships and providing
fun, engaging in-class activities that helped to
encourage a sense of fun in learning (Bos-
worth, 1995; Juvonen, 2007; Larson & Gatto,
2004; Schmakel, 2008). Additionally, respon-
sive team teachers recognized student success,
helping to communicate care for their students.
However, not all team teachers continuously
engaged in these responsive practices.
Several key components helped to define
high quality team teacher-student relation-
ships, including the desire for teachers to
engage in one-on-one conversations and to
demonstrate respect toward students. Engag-
ing students in conversations allowed teachers
to connect with, relate to, and demonstrate
care. Mrs. Copeland reported:
I think that just by the smallest contact too,
they [eighth-grade students] want to build
relationships with teachers. Even the smallest
comment opens the door. You can be like
“Hey, I love your shoes” and they will be
like, “Yeah, my mom bought them for me
and then we went to the mall.” And it’s like a
deluge and it’s just the little comment that
opens them up. They are like “Oh my gosh
she cares,” and then they open up and talk.
In the teacher focus group interview, Ms.
Mirabelle agreed with Mrs. Copeland and
elaborated on the importance of teachers
engaging students in conversation as a way to
connect with and get to know them:
They [students] like talking. So when you ask
them a question, they open up and then they
want to know something about you. I’ve
found that the eighth graders like to ask me
questions, so if I am willing to speak about
myself or answer questions, then they are like
“Well, I want to ask her something.”
Caring and Fun 11
Responsive teachers, like Ms. Hamilton, rec-
ognized the importance of forging connections
by dedicating in-class time to relationship
building:
I ask them about their day, “Guys, it’s so
great to see you back from spring break. So
for today’s activity I want you to write about
your spring break and then we are going to
share it” because they want to talk about it.
So let’s talk about it. And I think that by
showing an interest in the activities that they
do, “Hey does anybody have fun plans for the
weekend? What are you going to do?” It
shows them that you want to know about
their lives, what they do for fun, and their
spare time. So just by engaging them.
All students perceived many of their team
teachers as fostering teacher-student relation-
ships where they felt cared for. When asked if
she felt teachers knew her, Lauren stated she
believed her team teachers knew her:
I can see them [team teachers] walking down
the hall and they would know me. I mean,
they only have two eighth grade classes. I
think they know me because I got the awards
too. I think they recognized the things that I
have done, so they know me.
Katelyn also discussed how a team teacher was
able to forge a personal connection with her
and engage her in conversation, “She talks to
me a lot. Ms. Hamilton had my two best
friends last year. So she knows about me. She
knows that I like sports and I’m athletic.” Fur-
ther, all students perceived teachers who they
had a close relationship with as fun, engaging,
and relatable. As Lauren elaborated:
I definitely like Mrs. Copeland a lot. She’s
very fun. She is very understanding and she
always likes to do experiments with us and
she knows that we will enjoy them. Ms.
O’Connell, the social studies teacher is actu-
ally from Texas too. So a lot of the restau-
rants that we went to we can talk about and
she knows where everything is.
For students, care and respect were inter-
connected and considered an essential element
in the team teacher-student relationship.
Respect was viewed as reciprocal in nature; as
teachers gave students respect, students treated
teachers with respect. When asked to clarify
how teachers demonstrate respect, Katelyn
responded, “If I treat them with respect, they
give me respect.” Students recognized their
team teachers respected them because they
offered to help. As Troy described, “I know
they respect me because if they didn’t respect
you, they wouldn’t want to help you at all.”
In addition to high quality team teacher-stu-
dent relationships, fun, in-class activities
emerged as a responsive teacher practice.
Teachers attested to the importance they
placed on fostering fun in learning. As Ms.
O’Connell shared, “I like to mix things up. I
think, what haven’t I done in a while, what
would be fun to do? What would be exciting
for them?” All four students in the current
study stated that hands-on learning is their pre-
ferred way to learn. When asked why, all stu-
dents replied because it was fun. Students
recognized their team teachers’ attempts to
make learning fun. When asked to describe his
eighth-grade team, Troy stated, “Fun, we do
fun stuff. Good teachers. If you are an eighth
grader, it’s always the funnest.” Further, Kate-
lyn voiced she wanted team teachers to be
“fun” by engaging students in hands-on activi-
ties, “Bunch of hands on activities, no home-
work, just really fun and not boring…. Getting
involved in stuff and not just sitting down and
doing work. Hands-on activities.” Students
reported fun, educational hands-on activities
as one of their favorite ways to learn. In
response to a question about what a day of fun
learning would entail, students replied:
Lauren: A lot of activities, videos, what we
did today with building dinosaurs.
Katelyn: Hands on stuff.
Troy: What we did today was fun. In history
sometimes we play earth ball.
Katelyn: Name the country with the last letter
in the country, then you throw the ball and
12 Middle Grades Research Journal Vol. 7, No. 3, 2012
the next person has to name a country
with that letter.
Troy: We also play philosophical chairs. That
is fun.
Students reported that fun, yet educational,
hands-on activities helped to engage them in
learning. This is reflected in Lauren’s descrip-
tion of making ice cream and fluffernutters in
her science class:
I like [learning] to be hands on. I like the
experiments that we did in science; they are a
lot of fun. We made ice cream and we also
put foil in this solution. When you are a sci-
entist you have to write down an experiment.
So we made fluffernutters, so in order to have
some, you had to write down how to make it,
so you had to be specific.
Troy attested to the importance of class activi-
ties being both fun and educational, “All the
activities that she [team teacher] does is fun,
but at the same time you are still learning.”
Caring, responsive team teachers also rec-
ognized student success. By recognizing stu-
dents’ success, responsive team teachers were
able to clearly communicate to students how
much they cared about them and applauded
their efforts and achievements. For example,
Mrs. Copeland elaborated on how she regu-
larly sent postcards to parents of students who
did something positive in her class:
It’s just random positive recognition …when
kids do something good in class, or their
grades are super great, or they have a good
test, I just drop it [postcard] in the mail to
mom and send them home. The kids like
them. I just sent a whole bunch of them out.”
Mrs. Copeland perceived this practice as a way
to communicate both care for her students and
that hard work is recognized and applauded.
Both Lauren and Katelyn, who received post-
cards, perceived such recognition as their
teacher communicating care.
Ms. O’Connell also recognized student suc-
cess by sending e-mails to parents when stu-
dents did something positive. After an
assignment that required students to write their
legacy, Ms. O’Connell sent Katelyn’s mother
an e-mail that stated:
Katelyn has blossomed into quite a mature,
joyful student over the last few months. It’s
been neat, as her teacher, to watch her grow
into even a more beautiful young lady. She’s
trying hard while keeping a great attitude.
I’m proud of Katelyn and her accomplish-
ments.
Ms O’Connell attached the e-mail to Katelyn’s
graded legacy assignment with the following
note:
I am really, really proud of you girl! Thank
you for sharing your legacy with me. You are
turning into a great leader that people look up
to. You work hard, you’re trustworthy,
you’re dependable … the list could go on!
Keep up the good work and awesome atti-
tude. You really are setting an example that
others see.
However, not all team teachers continu-
ously engaged in what students considered fun
and caring responsive practices. In individual
interviews, students spoke of their least favor-
ite classes as ones where team teachers primar-
ily used textbooks, workbooks, and overhead
notes as teaching strategies. When students
were asked their least favorite way to learn,
Lauren attested, “Just being given the work
and the textbook. Every day you write down
the notes off the overhead and you start work-
ing. It’s my least favorite subject.” Students’
least favorite class was described as lacking
fun by three of the four students, as reflected in
the following statement:
Katelyn: The teacher didn’t do anything to
make the class fun. We just worked from
the workbook all day.
Researcher: And fun would be what?
Katelyn: Hands-on and stuff like that.
Students described experiences of receiving
consequences from team teachers without an
explanation or full understanding as to why
Caring and Fun 13
they were receiving them, which was per-
ceived as another non-responsive practice:
Troy: I get kicked out a lot.
Researcher: Why do you get kicked out?
Troy: Sometimes I didn’t do anything and get
kicked out and I don’t know why.
Teacher practices may have a lasting
impact on students’ academic and social
adjustment. For example, Jimmy stated that
last year in seventh grade, “I got close to fail-
ing.” When asked to elaborate he stated:
Jimmy: Only [failing] my math class,
because of the way that she taught. She
wouldn’t explain it; she would make us
just copy and notes and then get right to it.
I didn’t really like doing the homework. I
did sometimes, sometimes I couldn’t
understand it. This year we have gotten
more acquainted. The thing that I didn’t
like was that she told me that I wouldn’t
amount to anything or go to college.
Researcher: Why did she say that?
Jimmy: Because I was not doing well in the
class.
Researcher: How did that make you feel?
Jimmy: It made me feel bad and I got sent out
of her class a lot because last year I didn’t
really have a lot of equipment. I never had
pencils and supplies so she would always
send me out before the day’s lesson.
This experience of almost failing math had
repercussions for Jimmy’s friendships. As
Jimmy stated:
Most of my friends I met in sixth grade. One
of my best friends since then is Brad. He goes
to school here and is in eighth grade. He’s not
on my team this year, but was for my sixth
and seventh grade year. He’s not this year
because I didn’t really like last year. I got
close to failing [in math], so instead of put-
ting me with him in algebra 1 honors, they
just put me in regular algebra with Ms. Mira-
belle.
DISCUSSION
The aim of the current study was to gain a
detailed understanding of how one interdisci-
plinary team nurtured an adolescent-centered
community that was responsive to eighth-
grade students’ basic and developmental
needs, including their need for care and fun.
We conceptualized an adolescent-centered
community as one that fosters an environment
responsive to students’ needs, notably the need
to receive care and to experience school as fun.
Two major conclusions materialized from this
study. First, interdisciplinary teaming and its
complimentary structures (i.e., flexible sched-
uling, homeroom, and common planning time)
helped set the foundation for a caring and fun
adolescent-centered community. Team teach-
ers who embodied developmentally responsive
characteristics capitalized on these structures
and utilized responsive practices to foster an
adolescent-centered community that met stu-
dents’ needs for care and fun. Second, stu-
dents’ need for both care and fun were
essential to the promotion of a responsive ado-
lescent-centered community within their inter-
disciplinary team. Team teachers and students
often viewed care and fun as interconnected
needs within the teacher-student relationship.
Thus, findings from this study underscore the
importance for educators to recognize stu-
dents’ basic and developmental needs and to
understand how school organizational struc-
tures and teacher-student relationships may
help to support these needs. Middle level edu-
cators can help foster an adolescent-centered
community by being responsive to students’
needs, including students’ basic psychological
need for relatedness, and unique to the current
study, the need for care and fun.
Although such conclusions are informative
and provide valuable insight, this study is not
without its limitations. Due to its epistemo-
logical focus and case study methodology,
the study is based on the voices of nine par-
ticipants from one school site. Only four stu-
dents were selected to participate due to the
current investigation being part of a larger,
14 Middle Grades Research Journal Vol. 7, No. 3, 2012
year-long qualitative investigation where each
student was shadowed throughout his/her day
at the middle school and high school level.
More students may have provided additional
perspectives. It is also important to note that
in the constructivist paradigm, the researcher
is an intimate and essential part of the
research process and that the final product is
a coconstruction of both researcher and par-
ticipant understandings. Further, data were
collected during a relatively brief period of
time, providing a snapshot of how an adoles-
cent-centered community was fostered.
Lastly, voices from one eighth-grade team
were included, limiting our understanding of
whether this adolescent-centered community
manifested throughout the entire school.
Despite these limitations, this study provided
a rich understanding of how one interdisci-
plinary team nurtured an adolescent-centered
community that was responsive to eighth-
grade students’ needs for care and fun, in
addition to other basic and developmental
needs.
Our first conclusion is that interdisciplinary
teaming and its related structures provided the
foundation for an adolescent-centered commu-
nity that met students’ needs. According to
NMSA (2010), “The team is the foundation for
a strong learning community characterized by
a sense of family. Students and teachers on the
team become well acquainted, feel safe,
respected, and supported, and are encouraged
to take intellectual risks” (p. 31). Caskey
(2011) called for research that supports current
middle level structures and practices. While
there are noted byproducts of teaming, this
study reminds us of the importance of interdis-
ciplinary teaming as it helps to meet students’
basic and developmental needs. Developmen-
tally responsive team teachers capitalized on
interdisciplinary teaming and its complimen-
tary structures and utilized responsive prac-
tices in order to foster an adolescent-centered
community that met students’ needs for care
and fun, in addition to their basic need for
relatedness. Findings from this study align
with prior research that both middle school
structures (Boyer & Bishop, 2004; Dickinson
& Erb, 1997; Flowers, Mertens, & Mulhall,
1999; George & Alexander, 2003; Jackson &
Davis, 2000; National Association of Second-
ary School Principals [NASSP], 2006; NSMA,
2010) and developmentally responsive teach-
ers who employ responsive practices (Battis-
tich et al., 1997; Eccles, 2004; Ellerbrock &
Kiefer, 2010; NMSA, 2010) are essential com-
ponents to creating an adolescent-centered
community. Thus, findings highlight that
responsive middle school structures and teach-
ers are critical to fostering a true adolescent-
centered community invested in student learn-
ing and well being (Jackson & Davis, 2000;
NASSP, 2010). Also aligned with extant
research, findings indicate instances of unre-
sponsive teacher characteristics and practices
may serve as a barrier to the promotion of a
community within the school or classroom that
meets students’ needs (Eccles, 2004; Eccles et
al., 1993; Ferreira & Bosworth, 2000).
Our second conclusion is that meeting stu-
dents’ need for both care and fun was essential
to the promotion of an adolescent-centered
community. Teachers with a hands-on, stu-
dent-centered approach to teaching fostered an
adolescent-centered community where learn-
ing was perceived as educational and fun. Stu-
dents and teachers often perceived care and
fun as interconnected needs that were met
within an adolescent-centered community
where teachers are fun when they are caring
and caring when they are fun. Consistent with
research, results from the current study suggest
teacher-student relationships help determine
the degree students feel cared for and part of
their school community (Noddings, 2005;
Osterman, 2000; Schussler & Collins, 2006).
According to Noddings (2005) and affirmed in
this study, students must be receivers of care in
order for the caring relationship to be com-
plete. Further, findings from this investigation
underscore students’ desire to experience fun
in school and learning (Larson & Gatto, 2004;
Schmakel, 2008), as both students and teachers
recognized students’ need to experience school
and learning as fun. This aligns with research
Caring and Fun 15
that suggests “school as fun” includes exciting
learning activities, where teachers and students
work together to make learning meaningful
and meet students’ needs (Glasser, 1996; Lar-
son & Gatto, 2004; Schmakel, 2008).
In conclusion, this study underscores the
need for researchers and educators to be more
responsive to students’ needs for care and fun
by promoting an adolescent-centered commu-
nity at the middle level. Results from the cur-
rent study indicate meeting students’ needs for
care and fun is an essential component of an
adolescent-centered community at the middle
level and contributes to our understanding of
responsive school environments for young
adolescents. Responsive organizational struc-
tures, in tandem with developmentally respon-
sive teacher characteristics and practices,
helped to cultivate an adolescent-centered
community within the interdisciplinary team
investigated in this study. There is a need to
continue to listen to student voices in order to
be responsive to their needs at the middle level
and for additional research to further examine
successful innovations (e.g., interdisciplinary
teaming, common planning time, building
relationships with students) and how they may
help meet young adolescents’ multiple needs
(Caskey, 2011). Future research is necessary in
order to determine whether such adolescent-
centered communities where students’ needs
for care and fun are met generalize to an entire
school or to multiple schools, and whether
such communities are sustainable over time
and impact students’ adjustment.
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