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Author: Steven B. Mertens
Publisher: IAP
ISBN: 1607527278
Category : Education
Languages : en
Pages : 408
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Book Description
(Sponsored by the Middle Level Education Research SIG and the National Middle School Association) The Young Adolescent and the Middle School focuses on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling. This volume of the Handbook of Research in Middle Level Education marks the sixth installment in the series. The Handbook series, begun in 2001 by Vince Anfara, the series editor, has addressed varying thematic issues important to middle level education research. This volume, The Young Adolescent and the Middle School, focuses on the unique developmental needs of young adolescents and the role of the middle school in attending to these needs. The contributing authors in this volume address one of three developmental areas critical to young adolescents—physical development, intellectual/cognitive development, or social and personal development—and how these developmental characteristics affect the educational environment and the organization of middle schools.
Author: Steven B. Mertens
Publisher: IAP
ISBN: 1607527278
Category : Education
Languages : en
Pages : 408
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Book Description
(Sponsored by the Middle Level Education Research SIG and the National Middle School Association) The Young Adolescent and the Middle School focuses on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling. This volume of the Handbook of Research in Middle Level Education marks the sixth installment in the series. The Handbook series, begun in 2001 by Vince Anfara, the series editor, has addressed varying thematic issues important to middle level education research. This volume, The Young Adolescent and the Middle School, focuses on the unique developmental needs of young adolescents and the role of the middle school in attending to these needs. The contributing authors in this volume address one of three developmental areas critical to young adolescents—physical development, intellectual/cognitive development, or social and personal development—and how these developmental characteristics affect the educational environment and the organization of middle schools.
Author: Dave F. Brown
Publisher: Taylor & Francis
ISBN: 1040134750
Category : Education
Languages : en
Pages : 213
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Book Description
This textbook offers comprehensive information for middle level educators on understanding and addressing the unique challenges and opportunities in teaching students in grades 5–9. It illuminates the unique developmental processes of this population—physical, social, emotional, cognitive, and identity searches—and presents strategies for fostering their healthy overall growth. Drawing from neuroscience and psychological research, early chapters provide descriptions of middle schoolers’ developmental characteristics, while the remaining chapters delve into instructional, curricular, and assessment processes that match young adolescents’ needs. Together they create an extensive and distinct roadmap for designing effective schools for young adolescents. The personal thoughts of students including those of the Global Majority, those who are LGBTQIA+, and students who are immigrants are provided, with suggestions for how teachers should respond to their experiences and needs. An emphasis on equity and the importance of promoting racial, social, and gender justice in schools is also a focus throughout, as well as the encompassing effect of modern technology and the internet on adolescents’ learning and psyches. Ideal for courses in middle level education and young adolescent development, this book supports preservice teachers to be well prepared to meet their middle level students’ learning needs, both from a developmental and equitable lens. Inservice teachers working in the middle level will also gain an up-to-date perspective on young adolescent developmental trends and teaching strategies that best support their students.
Author: National Middle School Association
Publisher: National Middle School Association
ISBN: 9781560901426
Category : Middle schools
Languages : en
Pages : 68
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Book Description
A leading publisher of professional books in the field of middle level education, NMSA provides resources both for understanding and advancing various aspects of the middle scholl concept and for assisting classroom teachers in planning for instruction.
Author: Thomas Owen Erb
Publisher: National Middle School Association
ISBN: 9781560901679
Category : Education
Languages : en
Pages : 132
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Book Description
In 1995, the National Middle School Association published a position paper defining foundational characteristics of developmentally responsive middle schools and program components that would create the kind of schools young adolescents need and deserve. This book provides a comprehensive, whole vision of schooling for the middle grades and makes more practical and accessible the basic concepts set forth in the 1995 position paper. The chapters are: (1) "The Imperative to Act" (Thomas O. Erb); (2) "Educators Committed to Young Adolescents" (C. Kenneth McEwin and Thomas S. Dickinson); (3) "Developing and Implementing a 'Shared Vision'" (Sue Swaim); (4) "High Expectations for All" (John Arnold); (5) "Advisory: Advocacy for Every Student" (Ross M. Burkhardt); (6) "School, Family, and Community Partnerships" (Joyce L. Epstein); (7) "A Positive School Climate" (Marion Johnson Payne); (8) "Curriculum That Is Challenging, Integrative, and Exploratory" (Chris Stevenson); (9) "Varied Teaching and Learning Approaches" (Barbara L. Brodhagen); (10) "Assessment and Evaluation that Promote Learning" (Gordon F. Vars); (11) "Flexible Organizational Structures" (Deborah Kasak); (12) "Programs and Policies that Foster Health, Wellness, and Safety" (Jean Schultz); and (13) "Comprehensive Guidance and Support Services" (Sherrel Bergmann). All chapters contain references. (KB)
Author: Joan Lipsitz
Publisher: Routledge
ISBN: 1351318306
Category : Education
Languages : en
Pages : 390
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Book Description
At a time when the public, researchers, and policymakers are losing confidence in public schooling, this presentation of case studies of four schools offers solutions and concrete models of diverse ways in which excellence can be attained in middle-grade schools. Asking what "effectiveness" means for the young adolescent age group (a hitherto unexplored area in research literature), how effective schools come about, and how they achieve acceptance in their communities, Lipsitz identifies and examines successful middle-grade schools, noting that the major problem in schooling is meeting the massive individual differences in the development of early adolescents.
Author: National Middle School Association
Publisher: National Middle School Assn
ISBN: 9781560902324
Category : Education
Languages : en
Pages : 66
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Book Description
Author: Peter Scales
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 58
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Book Description
Many young adolescents, possibly as many as half, feel boxed in and bored in their middle schools. Research suggests that schools, parents, and the rest of the community must do more to make middle schools places where young adolescents thrive. In spite of the emergence of the junior high school and later the middle school in the 20th century, gaps still exist in understanding how context, culture, and environmental change affect young adolescents. Nevertheless, there has been significant progress in the past 25 years, and slightly more than half of middle schools today seem to be using practices that are exactly what experts say is needed for excellence. Developmentally responsive middle schools are characterized by educators committed to young adolescents, a shared vision, high expectations for all, an adult advocate for every student, family and community partnerships, and a positive school climate. Responsive middle schools provide: (1) challenging, integrative, and exploratory curriculum; (2) varied teaching and learning approaches; (3) assessment and evaluation that promote learning; (4) flexible organizational structures; (5) programs and policies that foster health, wellness, and safety; and (6) comprehensive guidance and support services. A discussion of the characteristics of normal adolescence emphasizes the ways these school characteristics and schools can mesh. Support through caring relationships with family and unrelated adults is the single most important asset young adolescents can have. Schools and communities need supportive teachers and other adults to present a shared vision for success. (Contains 88 references.) (SLD)
Author: Gaines, Cherie Barnett
Publisher: IGI Global
ISBN: 1799870677
Category : Education
Languages : en
Pages : 335
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Book Description
Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but middle school education, as a whole, has been left behind. For this reason, there is the need for current research on all aspects and topics that may contribute to middle school student success. Promoting Positive Learning Experiences in Middle School Education focuses on the ideal conditions for maximizing student success and engagement in middle school education. The chapters take a deeper look into the modern tools, technologies, methods, and theories driving current research on middle school students, their teachers, their classroom environment, and their learning. Highlighting topics such as curriculum reform, instructional strategies and practices, effective teaching, and technology in the modern classroom, this book is ideally intended for middle school teachers, middle school administrators, and school district administrators, along with practitioners, stakeholders, researchers, academicians, and students interested in middle school education and student success.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309490111
Category : Social Science
Languages : en
Pages : 493
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Book Description
Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
Author: Judith L. Irvin
Publisher: National Middle School Association
ISBN: 9781560901204
Category : Middle school students
Languages : en
Pages : 388
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Book Description
This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); (3) "Motivation and Middle School Students" (Anderman and Midgley); (4) "The Effects of Interdisciplinary Teaming on Teachers and Students" (Arhar); (5) "Teaching with Time on Your Side: Developing Long-Term Relationships in Schools" (McLaughlin and Doda); (6)"Middle Level Discipline and Young Adolescents: Making the Connection" (Bennett); (7) "Ability Grouping: Issues of Equity and Effectiveness" (Mills); (8) "Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship" (Rosselli); (9) "Inclusion" (Hines and Johnston); (10) "A Multifaceted Approach to Teaching Limited Proficiency Students" (VanNess and Platt); (11) "Assessment" (Stowell and McDaniel); (12) "Middle Level Competitive Sports Programs" (Swaim and McEwin); (13) "Middle Level Curriculum's Serendipitous History" (Toepfer); (14) "Effects of Integrative Curriculum and Instruction" (Vars); (15) "Curriculum for Whom?" (Brazee); (16) "Curriculum for What? The Search for Curriculum Purposes for Middle Level Students" (Beane); (17) "Current Issues and Research in Middle Level Curriculum: On Conversations, Semantics, and Roots" (Powell and Faircloth); (18) "Middle Level Teacher Preparation and Licensure" (McEwin and Dickinson); (19) "Multicultural Issues in Middle Level Teacher Education" (Hart); (20) "Improving Urban Schools: Developing the Talents of Students Placed at Risk" (Mac Iver and Plank); (21) "Service Learning and Young Adolescent Development: A Good Fit" (Schine); (22) "Home-School Partnerships: A Critical Link" (Brough); (23) "Organizational Trends and Practices in Middle Level Schools" (Valentine and Whitaker); (24) "A Bona Fide Middle School: Programs, Policy, Practice, and Grade Span Configurations" (Hough); (25) "Components of Effective Teams" (Trimble); (26) "Transition into and out of Middle School" (Mizelle and Mullins); (27) "Collaboration and Teacher Empowerment: Implications for School Leaders" (Clark and Clark); (28) "Women in Leadership Roles" (Clark and Clark); (29) "The Middle Level Principalship" (Valentine, Trimble, and Whitaker); and (30) "Setting a Research Agenda" (Hough and Irvin). Each chapter contains references. (HTH)
