9780131195967

Rationale for a School in the Middle	p. 2
Focus Questions	p. 3
Origins of Intermediate Education	p. 3
The Junior High School, 1910-1965	p. 7
The Early Middle School	p. 8
The Growth of Middle Schools	p. 10
Early Warning Signs of Failure	p. 13
A Period of Renewal and Definition	p. 16
The State of Middle Schools	p. 17
The Middle School Promise	p. 19
Concerns for Middle School Educators	p. 22
Middle Schools in the Twenty-First Century	p. 23
Summary	p. 23
Chapter Checkpoints	p. 24
Portfolio Activities	p. 24
Websites of Interest	p. 24
Readings for Professional Growth	p. 25
Endnotes	p. 25
Today's Preadolescent Learner	p. 26
Focus Questions	p. 27
Defining Preadolescence	p. 27
Characteristics of Emerging Adolescents	p. 30
Needs and Issues Suggested by Growth and Development Characteristics	p. 35
To Be a Part of a Group with Identification and Acceptance	p. 37
Emerging Adolescents in a Changing Society	p. 38
Misunderstood and Neglected	p. 38
The American Family-Fractured and Fragile	p. 41
The American Family-A Profile	p. 41
Segregation on the Rise	p. 43
Improving Achievement of African American Students in the Modern Middle School	p. 43
Responding to Religious and Sexual Diversity in the Middle Grades	p. 45
The Influence of Television	p. 45
School Violence	p. 45
Health Care	p. 47
Social Changes: Implications for Middle School Youth	p. 47
Primary Needs of Middle School Students	p. 51
Summary	p. 51
Chapter Checkpoints	p. 52
Portfolio Activities	p. 52
Websites of Interest	p. 53
Readings for Professional Growth	p. 53
Endnotes	p. 53
Effective Organizational Structures	p. 54
Focus Questions	p. 55
General Organizational Standards	p. 56
Student Schedules	p. 57
Staffing Standards	p. 57
Facilities Standards	p. 58
Team Teaching	p. 58
What Teaming Is	p. 58
Some Advantages of Team Teaching	p. 59
Some Disadvantages of Team Teaching	p. 60
What Teaming Is Not	p. 60
Interdisciplinary Teaming	p. 60
Designing Interdisciplinary Units	p. 60
The Wiles-Bondi Curriculum Mapping Model	p. 62
Three Functions of Interdisciplinary Teams	p. 63
Student Schedules	p. 74
Flexible Modular Scheduling	p. 74
Variables That Affect Scheduling	p. 74
Scheduling Priorities	p. 77
Graded versus Nongraded Organization	p. 78
Benefits of a Smaller Class Size	p. 78
The Middle School and Multiage Grouping	p. 80
4 X 4 Block Scheduling in the Middle School	p. 82
Facilities	p. 86
Protection and Outreach	p. 87
Year-Round Schooling	p. 87
Questions to Consider About Year-Round Schooling	p. 88
Computer-Based Management Tools	p. 89
Management and Administration	p. 89
Why Use Computer-Based Management Tools?	p. 89
Issues in Middle School Organization	p. 90
Where Does Sixth Grade Belong?	p. 90
How Can the Quality of Time Students Spend in School Be Improved?	p. 91
Summary	p. 91
Chapter Checkpoints	p. 92
Portfolio Activities	p. 92
Websites of Interest	p. 93
Readings for Professional Growth	p. 93
Endnotes	p. 93
Organizing the Middle School Curriculum	p. 94
Focus Questions	p. 95
The Balanced Curriculum	p. 95
Junior High versus the Middle School: Some Differences	p. 98
A Design Prototype: Duval County Middle School	p. 98
Philosophy: The Nature and Needs of Early Adolescents	p. 98
The Nature of the Responsive School	p. 99
The Curriculum: An Overview	p. 100
Curricular Design: A Model for Setting Standards	p. 101
Program Design: A Model for Setting Standards	p. 108
Achievement in the Middle School-A New Priority	p. 116
Creating a Standards-Based Curriculum in the Modern Middle School	p. 116
Improving the Teaching of Science in the Modern Middle School	p. 117
Mathematics-Raising the Bar	p. 119
Incorporating Language Arts Standards in Kindergarten Through Eighth Grade	p. 120
A New Look at Social Studies in the Middle School	p. 122
Bilingual Education-A Continuing Debate	p. 122
Technology Standards	p. 123
No Child Left Behind	p. 124
A Tough Road	p. 127
Links to Useful Resources	p. 128
The Arts in the Middle School	p. 129
Issues in Middle School Curricula	p. 129
How Do Middle School Students Learn Best?	p. 130
How Can Young People Prepare for Today's Changing Economy?	p. 130
How Can Students Be More Authentically Assessed?	p. 131
Summary	p. 131
Chapter Checkpoints	p. 131
Portfolio Activities	p. 132
Websites of Interest	p. 132
Readings for Professional Growth	p. 133
Endnotes	p. 133
Classroom Teaching	p. 134
Focus Questions	p. 135
Lessons from the Past	p. 135
Teachers and Classrooms	p. 137
Behaviorists	p. 138
Constructivists	p. 138
Developmentalists	p. 138
Perceptualists	p. 139
Arranging the Classroom	p. 140
Thinking About Management and Discipline	p. 142
Getting Ready to Teach	p. 144
Planning for Teaching and Learning	p. 145
Making Instructional Decisions	p. 146
Which Instructional Strategies?	p. 148
Planning Lessons-Working with Others	p. 149
The Act of Learning	p. 150
Special Students	p. 152
Assessing Middle School Students	p. 153
Summary	p. 154
Chapter Checkpoints	p. 154
Portfolio Activities	p. 154
Websites of Interest	p. 155
Readings for Professional Growth	p. 155
Endnotes	p. 155
Instructional Materials and New Technologies	p. 156
Focus Questions	p. 157
Standardized versus Individualized Learning	p. 157
Developmental Appropriateness	p. 158
Curriculum Mapping	p. 160
How Teachers Have Responded in Middle Schools	p. 161
Available Learning Resources	p. 165
Content Standards	p. 167
The New Technological Resources Base	p. 170
The Internet	p. 170
Using the Computer in the Classroom	p. 178
Summary	p. 182
Chapter Checkpoints	p. 182
Portfolio Activities	p. 183
Websites of Interest	p. 183
Readings for Professional Growth	p. 183
Endnotes	p. 183
The Full-Service Middle School	p. 184
Focus Questions	p. 185
The Role of Families in the Full-Service School	p. 185
IDEA and Inclusion	p. 186
Disabilities That Qualify Children and Youth for Special Education Services Under the Individuals with Disabilities Education Act (IDEA)	p. 186
Inclusion	p. 190
Clarification of Terms	p. 190
Mainstreaming, Inclusion, and the Law	p. 192
Research	p. 193
What Do the Laws Say About the Education of Children and Youth with Special Needs?	p. 193
Court Decisions Clarify Least Restrictive Environment (LRE)	p. 194
Reading Comprehension and Learning Disabilities	p. 195
Implementing Inclusion in the Middle School Classroom	p. 195
Teaching Models and Methods in Inclusion	p. 196
Interventions That Work with Students with Special Needs	p. 196
Promising Practices for All Middle School Children in the Full-Service School	p. 199
Character Education	p. 199
Social and Emotional Learning Programs	p. 200
Special Programs to Benefit Gifted Students	p. 201
Conflict Resolution	p. 201
Creating Safe and Drug-Free Schools	p. 203
Promising Practices	p. 203
State Legislation	p. 205
Federal Legislation	p. 206
Action Steps for Schools	p. 206
Dealing with Fear of Terrorist Attacks	p. 207
Suggested Steps for Reaching Out to Schools	p. 207
Instruction and Discipline for the Exceptional Education Student	p. 209
Curbing School Violence	p. 209
A Guide to Safe Schools	p. 210
School Uniforms	p. 211
Dealing with Racial and Ethnic Tension	p. 211
Conclusion	p. 211
Multiculturalism	p. 212
Building Multicultural Perspective into the Curriculum	p. 212
The Emerging Role of Parents	p. 213
Reaching Out to the Community	p. 214
Raising a Child Is Difficult, as Is Educating a Child	p. 215
The Family-School Connection	p. 216
Schools Connecting with Parents	p. 217
Communities Connecting Parents and Schools	p. 218
Summary	p. 219
Chapter Checkpoints	p. 219
Portfolio Activities	p. 220
Websites of Interest	p. 220
Readings for Professional Growth	p. 220
Endnotes	p. 221
Professional Development of Teachers	p. 222
Focus Questions	p. 223
Parameters of Practice	p. 225
Teacher Competencies for Inclusive Classrooms	p. 230
Research and the Middle School Teacher	p. 231
Student Home Life	p. 232
Compensatory Programs	p. 232
The Learning Environment	p. 232
Ability Grouping	p. 233
Cooperative Learning	p. 233
Teacher Expectation	p. 234
Discipline	p. 234
Using Praise	p. 234
Questioning by Teachers	p. 235
Self-Concept Development	p. 235
Retention	p. 235
The Use of Research in Teaching	p. 236
Learning Theory in the Middle School Classroom	p. 236
Purpose and Instructional Strategy	p. 238
Suggested Goal Statements and Middle School Standards	p. 238
Middle School Licensure	p. 241
National Board Standards for Working with Students Ages 7 to 12	p. 242
Accountability for Middle Grades Teachers: A Case Study	p. 244
Summary	p. 247
Chapter Checkpoints	p. 248
Portfolio Activities	p. 248
Websites of Interest	p. 248
Readings for Professional Growth	p. 248
Endnotes	p. 249
Defining and Evaluating the Modern Middle School	p. 250
Focus Questions	p. 251
Goals 2000: Educate America Act, 1994	p. 251
Realizing the Promises of Standards-Based Education	p. 252
More Is Not Better in Standards Documents	p. 252
Aligning Assessment with Standards	p. 253
Samples of Assessment Activities Around the United States	p. 254
Assessment Comes in Many Forms	p. 255
Developing Culturally Sensitive Assessment Programs	p. 256
Standards Guide Improvement of Teaching	p. 257
Professional Development for Principals	p. 257
Implications of a Standards-Driven Curriculum	p. 259
Creating a Caring Community in Schools	p. 263
Self-Esteem-A New Look	p. 264
The Role of Technology in the New American Middle School	p. 265
Student Information	p. 265
Internet Use	p. 265
Distance Learning	p. 266
Increasing Communication Between Parents and Schools Through Technology	p. 267
Spoken Language Translation	p. 267
Home Schooling	p. 268
Privatized Public Schools	p. 268
Education and Power in the Global Economy	p. 268
Continuing Changes in the U.S. Public School Education System	p. 269
Globalizing the Curriculum	p. 270
Evaluating the Middle School	p. 270
Evaluating Programs and Personnel	p. 274
Evaluation as a System	p. 274
Program Design	p. 276
Facilities Usage	p. 277
Resource Utilization	p. 278
Policies and Regulations	p. 278
Student Performance	p. 278
Teacher Effectiveness	p. 279
Team Effectiveness	p. 280
Staff Development	p. 280
Parent-Community Feedback	p. 280
Student Evaluation	p. 281
Evaluation in the Modern Era	p. 282
New Standards for the Middle School	p. 285
Administrative Leadership: Some Leadership Principles to Remember	p. 286
Summary	p. 287
Chapter Checkpoints	p. 288
Portfolio Activities	p. 288
Websites of Interest	p. 289
Readings for Professional Growth	p. 289
Endnotes	p. 289
Selected Resources	p. 291
Middle School Design Parameters (Excerpts), Dade County	p. 292
Sample Proposal for Organizing a Middle School	p. 295
Planning Considerations	p. 306
Middle School Instructional Checklist	p. 311
Obtaining Background Information About Students	p. 313
Instructional Activities and Materials	p. 317
Web Resources for Middle Schools	p. 325
Middle School Parent Survey (Excerpt)	p. 331
Implementation Communications	p. 335
In-Service Design and Workshop Models	p. 340
Evaluation Instruments	p. 361
Glossary	p. 365
Name Index	p. 369
Subject Index	p. 371
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The Essential Middle School

0131195964

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