Associate Professor - Middle Level Education

Jessica DeMink-Carthew's  research centers on supporting middle school teachers in advocating for and creating developmentally responsive learning environments for young adolescents. Currently she is focusing on social justice education, personalized learning, and proficiency-based learning as liberatory practices that can promote equity. She is an experienced middle grades educator who has taught in France, Michigan, and Hawaii. Her areas of expertise include teacher education, middle grades education, personalized learning, proficiency-based learning, social justice education, and advocacy skills.

An active advocate for middle grades education locally and nationally, Dr. Demink-Carthew actively engages in various roles as a researcher, teacher educator, and community partner. Her research can be found in a variety of leading journals such as Middle School Journal, Research in Middle Level Education Online, Middle Grades Research Journal, Middle Grades Review, Studying Teacher Education, and AMLE Magazine. She currently serves on the Association for Middle Level Education Research Advisory Council and is an active member of the AERA Middle Level Education Research Special Interest Group.


Bishop, P., Downes, J., Netcoh, S, Farber, K., DeMink-Carthew, J., Stokes, T. & Mark, R. (2020). Teacher roles in personalized learning environments. Elementary School Journal, 121(2).

DeMink-Carthew, J., Netcoh, S. & Farber, K. (2020). Exploring the potential for students to develop self-awareness through personalized learning. Journal of Educational Research, 113(3), 165-176.

DeMink-Carthew, J. & Olofson, M. (2020). Hands-joined learning as a framework for personalizing project-based learning in a middle grades classroom: An exploratory study. Research on Middle Level Education Online, 43(2), 1-17.

DeMink-Carthew, J. & Netcoh, S. (2019). Mixed feelings about choice: Exploring variation in middle school student experiences with making choices in a personalized learning project. Research on Middle Level Education Online, 40(10), 1-20.

DeMink-Carthew, J. (2018). Middle grades democratic education in neoliberal times: Examining youth social action projects as a path forward. Middle Grades Review, 4(2), 1-16.

DeMink-Carthew, J. (2018). Learning to teach in a “world not yet finished”: Social justice education in the preservice teacher classroom. Middle School Journal, 49(4), 24-34.

DeMink-Carthew, J., Olofson, M., Netcoh, S., Legeros, L., & Hennessey, S. (2017). An analysis of approaches to goal setting in middle grades personalized learning environments. Research on Middle Level Education Online, 40(1), 1-11.

DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal.

DeMink-Carthew, J., Grove, R., Peterson, M.P. (2017). The influence of the core practices movement on the teaching and perspectives of novice teacher educators. Studying Teacher Education.

Petrick-Smith, C, Tinkler, A., DeMink-Carthew, J. & Tinkler, B. (2017). Pre-service mathematics teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development.

DeMink-Carthew, J. (2017). Reform-oriented collaborative inquiry as a pedagogy for student teaching in middle school. Middle Grades Research Journal.

DeMink-Carthew, J., Hyler, M. E., & Valli, L. (2016). Redesigning teacher education in the context of multiple reform initiatives. In D. Polly (Ed.), Evaluating teacher education programs through performance-based assessments (1-17). Hershey, PA: IGI Global.

DeMink-Carthew, J. & DeMink, J. (November/December 2016). “Hands-joined” projects: A framework for co-developing projects with students. AMLE Magazine.

Awards and Recognition

  • John Dewey Educator's Award for Excellence in Teaching, University of Vermont, College of Education and Social Services (2021)
  • Tim Shiner Ally Award, given to an ally who demonstrates a strong commitment to work within the UVM community of color in an effort to create social change (2021)
  • Thomas O. Erb Outstanding Article Award (2020), given for DeMink-Carthew, J. & Netcoh, S. (2019). Mixed feelings about choice: Exploring variation in middle school student experiences with making choices in a personalized learning project. Research on Middle Level Education Online, 40(10), 1-20.
  • Graduate Student Award from Middle Level Education Research Special Interest Group of AERA: An annual award given to the author of a middle level dissertation (2016)

Associations and Affiliations

  • American Educational Research Association (AERA)
  • AERA Middle Level Educational Research Special Interest Group
  • Teacher Education Division K (AERA)
  • Association for Middle Level Education (AMLE)
Jessica DeMink-Carthew

Areas of Expertise and/or Research

  • Social justice education
  • Middle grades education
  • Teacher advocacy
  • Teacher education


  • Ph.D. in Teacher Education & Professional Development from University of Maryland
  • M.Ed. in Elementary Education & Middle School ELA from University of Michigan
  • B.A. in Psychology & Sociology from University of Michigan


  • (802) 656-1465
Office Location:

Waterman 534-A

Courses Taught

  • EDSS200: Social Justice Education
  • EDML177: Young Adolescent English Language Arts Methods
  • EDML286: Internship Support Seminar for Middle Level Education
  • EDML296A: Grading for Equity