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Exemplary Middle School

ISBN-10: 0534539483
ISBN-13: 9780534539481
Edition: 3rd 2003 (Revised)
List price: $186.95
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Description: THE EXEMPLARY MIDDLE SCHOOL has been the standard in the field of middle school education for two decades. Its comprehensive coverage remains unparalleled, and the authors have included a multitude of rich, real-world illustrations of exemplary  More...

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Book details

List price: $186.95
Edition: 3rd
Copyright year: 2003
Publisher: Wadsworth
Publication date: 11/8/2002
Binding: Hardcover
Pages: 656
Size: 7.75" wide x 9.50" long x 1.00" tall
Weight: 2.530
Language: English

THE EXEMPLARY MIDDLE SCHOOL has been the standard in the field of middle school education for two decades. Its comprehensive coverage remains unparalleled, and the authors have included a multitude of rich, real-world illustrations of exemplary middle school practice. This Third Edition is also the most scholarly resource on middle school education on the market, with an impressive research base.

Gerald Hoberman is a master photographer, author, designer and award-winning publisher of international renown. Paul S. George, PhD, is a professor of History at Miami-Dade college and historian to the Historical Museum of Southern Florida.

Preface
The Middle School Student
Early Adolescence: The Great Transition
Knowledge about the Age Group
Three Phases of Adolescence
Common Attributes
Early Adolescent Development
Developmental Tasks
Physical and Sexual Development
Implications for Middle Schools
Cognitive Development
Constructivism
Conceptions of Intelligence
Moral Development
Moral Development among Middle Schoolers
Identity Formation
The At-Risk Middle School Student
The New Significance of Poverty, Race, and Ethnicity
Programs for At-Risk Youth
Components of Effective Programs for At-Risk Students
Seven Cardinal Principles
Focus on the Middle School Student: Summary
The Middle School Movement and Concept
The Middle School Concept Emerges
Early Efforts to Educate the Young Adolescent
The Junior High School
Toward a Different School in the Middle
Expediency Leads to Many More Middle Schools
Definition and Description of the Middle School
Desirable Characteristics of Exemplary Middle Schools
Three Goals of Middle School Education
The Educational Zip Code
The Middle School Concept: Unique and Transitional
Schools in the Middle--21st Century Trends and Issues
Interdisciplinary Team Organization
Curriculum
Scheduling
Technology
Instruction
Grouping for Instruction
The Corporate Presence
School Leadership
Conclusion
Middle School Curriculum
Standards-Based Reform versus Learner-Centered Curriculum
The Rationale for Standards-Based Education
An Example of a Curriculum Based on State Standards
Standards-Based Reform in a Typical State
Standards within Each Strand of the Middle School Curriculum
Benchmarks within Each Middle School Standard
Standards in Other States
Criticism of Standards-Based Reform
Standards-Based Reform and the Middle School Curriculum
Working to Combine Standards and Integrated Curriculum in the Classroom: A Classroom Model
Integrated Curriculum: An Ideal for Middle Level Classrooms
The Rationale for the Integrated Curriculum
Interdisciplinary Approaches
Brown Barge Middle School
Problems or Concerns with Moving to an Integrated Curriculum
The Curriculum Wars
Exploration in the Curriculum
Exploratory Courses
Examples of Exploratory Programs
Clubs and Special Interest Activities
Health and Physical Education
Health Education
Physical Education
Intramurals, Interscholastic Sports, Other Extracurricular Programs, and the Role of Competition
Technology and the Curriculum
Instruction
Characteristics of Effective Instruction in the Middle School
Traditional Whole Class Instruction
Classroom Management and Whole Class Instruction
Whole Class Instruction: Steps in the Process
Important Modifications of Whole Class Instruction
Differentiating Instruction
The Problem with Lecture
Defining "Differentiation of Instruction"
Differentiating Instruction in the Regular Classroom
Initial Steps in Differentiating Instruction
Supplementing the Traditional Classroom
Small Group Activities
Cooperative Learning
Other Major Methods for Differentiating Instruction
Technology and the Differentiation of Instruction
Consultation and Co-Teaching
Cooperative Consultation
Co-Teaching
Implementation of the Consultation and Co-teaching Models
Recommendations
Precautions and Promises
Concluding Comments
Managing and Mentoring Middle Schoolers
Developing Relationships with Middle School Students
Student Development and Behavior Management
Middle School Organization and Student Behavior Management
Problems with the Traditional Junior High School Organization
Behavior Management and the Middle School Concept
Using the Interdisciplinary Team to Improve School and Classroom Discipline
Mentoring Middle Schoolers: The Teacher as Advisor
Alternative Designs for Teacher-Based Guidance or Advisory Programs
Daily Large Group Programs
One-on-One Programs
Requirements for Successful Schoolwide Advisor-Advisee Programs
Purposes of the Advisor-Advisee Program
Goals of the Advisory Program
Teacher Roles
Conducting an Advisor-Advisee Group
Successful Activities for Daily Advisory Programs
Occasional Activities
Research on the Advisory Program
Guidance and Counseling in the Middle School
Interdisciplinary Team Organization
Interdisciplinary Team Organization: Operational Core of the Middle School Concept
Sharing: The Basis for Organizing the Middle School Faculty
The Nature of the Interdisciplinary Team Organization
Four Phases of Interdisciplinary Team Life
Organization
Community Building
Teamed Instruction
Governance
Characteristics of Highly Effective Teams
Alternative Types of Interdisciplinary Team Organization
Roles and Responsibilities of Teams and Their Members
Teaching Responsibilities
Arranging the Physical Environment
Structuring Academic Class Time
Grouping Students
Scheduling Students
Selecting and Distributing Texts and Other Materials
Teamed Instruction
Other Student Matters
Relating to Other Staff Members
Team Planning
The Team Leader
Purposes and Possibilities of the Interdisciplinary Team Organization
Advantages: Instructional
Advantages: Affective and Behavioral
Precautions
Balanced Teams
Ten Commandments of Teaming
Teams and Team Meetings: Problems to Avoid
Planning for an Interdisciplinary Team Organization in the New Middle School
Grouping Students in the Middle School
Organizing Students for Instruction
Organization in Elementary and High School
Organizing Students at the Middle Level
Student Development and School Organization
A Model of Student Development and School Organization
Departmentalization
Gradewide Interdisciplinary Teams
Core-Style Grouping
Grade Level Interdisciplinary Teams
Long-Term Teams
Developmental-Age Grouping
Parker Intensive Core Program
Advantages and Disadvantages of Alternatives to Age-Grade Grouping
Advantages
Disadvantages
Requirements for Success
Inclusion: Grouping Students with Learning Problems in the Middle School
Schoolwide Arrangements
Resource Rooms
Inclusion and the Interdisciplinary Team
Inclusion and the Regular Teacher
Tracking and Ability Grouping: Which Way for the Middle School?
Synthesis of Research on Ability Grouping
Why Tracking and Ability Grouping Fail
Which Way for the Middle School?
Strategies for "De-Tracking"
Getting Off the Track: Options and Alternatives
Organizing Time and Space in the Middle School
Organizing Time in the Middle School
The Flexible Block
Implementation of the Middle School Concept
The Flexible Block Responds to Clearly Established Priorities
The Flexible Block Schedule Yields Instructional Responsiveness
The New Long Block Schedule
Varieties of Long Block Schedules
Reasons for Adopting a Long Block Schedule
Reported Outcomes of the New Long Block Schedules
Problems and Concerns Surrounding Block Schedules
Ten Steps to Designing an Effective Middle School Schedule
Master or Servant?
Steps in Designing the Master Schedule
No Single Right Way to Schedule a Middle School
Scheduling in Perspective
Organizing Space in the Middle School
The Middle School Building
Adapting Older Buildings
An Emerging Consensus on the Nature of Facilities for the Exemplary Middle School
Pods, Team Areas, and Houses
General Considerations for Specifications for New Buildings
Concluding Comments
Planning and Evaluating the Exemplary Middle School
Exemplary Middle Schools Follow Similar Planning Pathways
Six-Step Middle School Implementation Plan
Strategic Planning for Middle School Implementation
Revitalizing Existing Middle Schools
Revitalizing Middle Schools: A Case Study
Staff Development for Middle Schools: Guidelines and Roles
Successful Staff Development Strategies: Eight Recommendations
The Focus of Middle School Staff Development: Skills
Special Planning Concerns for Exploratory Teachers and Their Programs
Evaluation of the Middle School
Formative Evaluation of a Middle School
Self-Study Programs: School Improvement and Accreditation
Summative Evaluation and the Middle School
Evaluating the Middle School Movement
Middle School Leadership
Core Components of Middle School Leadership
Middle School Leadership and Vision
Maintaining the Middle School: Shared Decision-Making
The Program Improvement Council or Building Leadership Team
Raising Academic Achievement: The Middle School Leader's Challenge
Utilizing a Breakthrough Planning Process
Improving School Climate, Faculty Cohesiveness, and Student Behavior Management
Strategic Use of School Achievement Data
Enhancing Professional Development
Curriculum Alignment
Finding Additional Time for Learning
Implementing Special Standards-Based Curriculum Programs and Instructional Strategies
Components of the Middle School Concept
Promoting the Test
Changing School Leadership Style
Concerns about Standards-Based Reforms in Middle Schools
Other Challenges for Leaders of the Middle School Movement
What the Middle School Movement Has Accomplished
What More Must Be Done?
The Generative School
References
Roster of Middle Schools
Author Index
Subject Index

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