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Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Middle school educators are facing many challenges in todayOCOs educational and political environment due to the focus on excellence as measured by achievement tests. It is the purpose of this book to provide a discussion of how middle schools can provide a strong standards-based academic program while, at the same time, remaining focused on the student-centered principles upon which the middle school experience should be based. The text is intended to aid readers in the development of the teaching philosophies, behaviors, and skills relevant to effective instruction in the unique middle school environment. This emphasis reflects the philosophy that teachers ultimately determine the quality of schooling and that the learning environment should be student-centered while maintaining a strong academic foundation. The text begins with an overview of the origins and essential elements of middle schools; proceeds through discussions of middle school teachers, students, schooling structures, and teaching strategies; and concludes with a view of the future. Specifically, chapters offer suggestions for teaching and learning in the middle school environment, for developing essential teaching characteristics, for creating a positive middle school climate, for planning the curriculum, for providing developmentally appropriate instruction, and for assessing and reporting student progress. This outstanding new edition provides a comprehensive, current, and cohesive text that allows the reader to more clearly understand the nature and importance of significant standards issues and developments within the ongoing evolution of the modern American middle school."
Studies done in the 1960s and 1970s which sought to compare middle schools with junior high schools were ineffective. Intended to fill the frequently noted research void in the middle school movement, this monograph summarizes previous research on the effectiveness of middle level schools and presents results of a 1993 study on middle schools conducted by the authors. Part 1 of the monograph provides an overview of early research in middle level education and describes the outlier research approach. The results of several studies conducted up to 1994 are detailed, providing substantial evidence to support the efficacy of the middle school concept. Part 2 describes a 1985 study of 130 middle schools which had been deemed especially successful. The major findings are outlined: Middle level schools judged by others as outstanding display team organization, teacher-based guidance activities, flexible time use, faculty participation in decision-making, and other tenets of the middle school concept, and positive results are evident in academic achievement, school climate, faculty morale, and student behavior. Part 3 describes the 1993 study conducted by the authors. Comprehensive reports from 108 schools are analyzed to reveal the presence of and the effectiveness of middle school components that are widely recommended for schools serving 10-15 year olds. Part 4 completes the monograph with a summary statement and conclusion, noting that practitioners can continue to expect implementation of middle schools to result in improved academic achievement, positive personal development, and enhanced citizenship for its students, but that such goals will not be easy to achieve. (Contains 54 references.) (KDFB)
The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners and administrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.