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| Entering the Profession | |
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| Entering the Middle School as a Professional | |
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| Public Perceptions and Harsh Realities in Middle School Education | |
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| Clear and Careful Conceptions | |
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| Professional Support: Where to Begin? | |
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| Monitoring Your Teaching: Your Fieldwork Journal | |
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| Beginning the Job Search: It's Never Too Early | |
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| Rising to the Top of the Pile: What Middle School Principals Value | |
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| Preparing a Professional Portfolio for Teaching in the Middle Grades | |
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| Classroom Cases | |
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| Classroom Management and Rules of Engagement | |
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| Teaching in the Middle: Why Accept the Invitation? | |
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| Middle School Students and Middle Schools | |
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| A Bundle of Raging Hormones: The Invention of Adolescence | |
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| Beyond Biology | |
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| The Invention of Adolescence | |
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| From "Mini" High School to Middle School | |
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| Literacy in the Middle Grades | |
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| What Counts as Adolescent Literacy | |
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| How We Think About Literacy Learning in the Middle School | |
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| Effective Middle School Practices: Opportunities and Obstacles | |
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| English Language Arts from Mid-Century to the Millennium | |
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| Exploring Your Teaching History | |
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| From Texts to Political Contexts: Literacy Learning Then and Now | |
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| Our Shifting Views of Literacy and Its Teaching | |
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| Literacy as Text: Product-Centered Approaches | |
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| Process-Centered Approaches | |
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| Social/Contextual Approaches to Literacy Teaching | |
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| Political Realities and Pendulum Swings: Challenges for Middle School Teachers at the Millennium | |
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| Designing for Excellence and Equity With Middle School Students | |
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| "Mainstream" Metaphors | |
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| The Middle School Classroom: From Mainstream to Ecosystem | |
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| A Question of Balance: Navigating the Middle School Ecosystem | |
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| Comfort and Challenge | |
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| Principles and Practices of Culturally Relevant Teaching | |
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| Collaboration and Independence | |
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| Choice and Control | |
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| Correctness and Creativity | |
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| Private and Public Learning | |
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| Multiple Entry Points and Escape Routes | |
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| Performance Assessment of Authentic Learning Tasks | |
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| Supporting Middle School Learners with Disabilities | |
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| The Individual Educational Program | |
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| Making Modifications | |
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| Supports | |
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| Balancing the Social and the Academic | |
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| Promoting and Documenting Student Progress in English Language Arts | |
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| Getting to Know All Students: Moving Beyond the IEP | |
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| Evaluation of Student Performance | |
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| Building from Strength: Remediating Deficit Thinking | |
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| Planning the Language Arts Curriculum | |
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| Language Lenses: Integrating the Language Arts | |
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| Integrating the Language Arts: Teaching for Diversity | |
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| Challenging Some Myths About Language | |
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| Myth: Speech Is an Inferior Form of Language | |
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| Myth: Learning to Read Must Precede Learning to Write | |
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| Myth: Fluency in One Language Interferes with Fluency in Another | |
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| Language Lenses | |
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| Making a Fire in Our Hands: One Final Thought | |
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| Language Study in the Middle Grades | |
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| What Counts as Language Study | |
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| Discourse Communities and Communicative Competence | |
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| Helping Students to Understand Their Discourse Communities | |
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| Standardization and "Powerful" Language | |
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| Guiding Practice with Varieties of English | |
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| Playing with Language | |
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| Language Study Across the Curriculum | |
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| Language Diversity and Grammar Instruction | |
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| Teaching Grammar and Usage to Early Adolescents | |
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| Understanding Second Language Acquisition | |
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| Understanding and Documenting Student Growth | |
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| Learning From (and About) Our Errors | |
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| Writing in the Middle Grades | |
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| Writing with Middle School Students | |
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| Creating a Classroom for Writers | |
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| The Writers' Workshop as a Structure for Learning | |
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| Recording Students' Progress | |
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| Integrating Assessments | |
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| Monitoring Progress: Formative Assessments | |
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| Using Technology Effectively with Middle School Writers | |
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| Talking and Listening in the Middle Grades | |
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| The Many Faces of Talking and Listening | |
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| Purposes and Forms of Talk and Listening | |
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| Talk and Listening with Middle School Students | |
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| Leveling the Field: Race, Class, Gender, Culture, and Oral Language | |
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| Creating a Learning Community | |
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| Promoting Language Growth | |
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| Character Role Plays | |
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| "To Tell the Truth" | |
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| Talk and Listening as Inquiry | |
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| Exploring the Language of Self and Others | |
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| The Power of Names | |
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| Active Listening in Literature and Life | |
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| Nonverbal Criminals | |
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| Dinner Table Study | |
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| Breaking the I-R-E Pattern: Inviting Students' Genuine Responses in Class Discussion | |
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| Talk and Listening to Showcase and Perform | |
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| Speeches, Demonstrations, and Presentations | |
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| Beyond Round-Robin Reading: Oral Interpretation, Choral Reading, and Readers' Theater | |
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| Planning Performances | |
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| Evaluating Oral Language and Listening | |
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| Reading and Viewing in the Middle Grades | |
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| Reading and Viewing in New Times | |
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| Reading and Viewing for Multiple Purposes | |
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| Reading and Viewing with Middle School Students | |
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| Considerations for Reading and Viewing With Middle School Students | |
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| Differences Between Literary and Nonliterary Reading | |
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| Inviting Students' Responses to Literature: Stances Versus Hierarchies | |
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| Strategies for Comprehension and Understanding | |
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| Strategies for Critical Reading and Viewing | |
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| Informational Texts | |
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| Demands of the Text | |
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| Designing Instruction | |
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| Reading With All Readers | |
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| Text Selection in the Middle School Classroom | |
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| Text Selection and Censorship | |
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| Organizing Instruction | |
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| Creating a Classroom Climate for Reading and Viewing | |
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| Organizing for Whole-Class Instruction | |
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| Organizing for Student-Selected Reading | |
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| Organizing for Small-Group Reading Experiences | |
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| Organizing for Workshop Teaching | |
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| Assessment Issues in the Reading and Viewing Classroom | |
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| Responding | |
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| Evaluating | |
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| Grading | |
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| Index | |