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