9780130144935

This thorough book addresses the wide array of middle school issues from an informed vantage point in the classroom. It projects a new era in intermediate education--where the power of new technologies makes it possible, for the first time, to individualize learning. A wealth of practical suggestions and ideas for teachers are offered throughout the book. The range of topics includes characteristics of pre-adolescent learners to curriculum, instructional strategies, organization and structure of the middle school, and learner assessment. There is a strong emphasis on the role of technology and standards in teaching and learning today. A valuable resource for anyone preparing to teach in the new American Middle School of the 21st Century.

(NOTE: Each chapter concludes with Summary.)
1. Rationale for a New School in the Middle.
Reform, the Third Phase. Information Is Becoming More Accessible. Origins of Intermediate Education. The Junior High School 1910-1965. The Early Middle School 1965-2000. Early Warning Signs of Failure. The Middle School Promise. The New Middle School in Transition. The Challenge of Change.

2. Today's Preadolescent Learner.
Characteristics of Emerging Adolescents and Implications for the Middle School. Needs Suggested by Growth and Development Characteristics. Emerging Adolescents in a Changing Society. Social Change: Implications for Middle School Youth. Essential Goals for New Middle School Students.

3. Effective Organizational Structures.
Team Teaching. Interdisciplinary Teaming. Flexible Modular Scheduling. Graded versus Nongraded Organization. The Middle School and Multiage Grouping. Facilities. Year-Round Schooling. Computer-Based Management Tools. Issues in Middle School Organization.

4. Teachers for the New Middle School.
Parameters of Practice. Critical Teaching Skills. Research and the Middle School Teacher. Use of Research on Teaching. Learning Theory in the Middle School Classroom. Purpose and Instructional Strategy. Middle School Licensure.

5. Organizing the Middle School Curriculum.
The Balanced Curriculum. Junior High versus Middle School: Some Differences. A Design Prototype: Duval County Middle School. Achievement in the Middle School—A New Priority. Issues in Middle School Curriculum.

6. Developing Instructional Materials.
Standardized versus Individualized Learning. Developmental Appropriateness. Curriculum Mapping. How Teachers Have Responded in Middle Schools. Available Learning Resources. The New Technological Resource Base. Using the Computer in the Classroom.

7. The New Full Service Middle School.
The Role of Families in Full-Service School. IDEA and Inclusion. Inclusion. Implementing Inclusion in the Middle School Classroom. Interventions That Work with Students with Special Needs. Promising Practices for All Middle School Children in the Full-Service School. Creating Safe and Drug-Free Schools. Instruction and Discipline for the Exceptional Education Student. Multiculturalism. Building Multicultural Perspective into the Curriculum. The Emerging Role of Parents. Reaching Out to the Community.

8. Designing the New American Middle School.
Goals 2000. Realizing the Promises of Standards-Based Education. Assessment Comes in Many Forms. Standards Guide Improvement of Teaching. Implications of a Standards-Driven Curriculum. Creating a Caring Community in Schools. The Role of Technology in the New American Middle School. Education and Power in the Global Economy.

9. Instruction in the New Middle School.
Establishing New Learning Environments. Gaining Perspective. Beginning the New Middle School—Instructional Theory. Student Involvement. New Technologies and Learning Styles. Learning Styles and Planning. Putting the Pieces Together. New Middle Schools in Transition.

10. Evaluation of New Middle School Programs.
Evaluation as a System. Evaluation in the New Middle School. New Standards for the New Middle School.

Selected Resources.
Glossary.
Index.

What is included with this book?

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Preface Exactly twenty years ago we producedThe Essential Middle School,a text that served as a guide to thousands of schools as they developed programs for preadolescents. Early middle schools featured a variety of innovations such as team teaching, block scheduling, and interdisciplinary units, and our book served as a guide to schools trying to implement such ideas. Today the middle school organization is the dominant form of intermediate education in America, and there is more sophistication in communication among educators in the middle grades. The organizational tasks called for twenty years ago have essentially been completed in most schools. Not yet completed, however, is the promise of early middle schools to serve each preadolescent learner as an individual and to recognize his or her specialness as a person in transition. The New American Middle Schoolhas been written because something dramatic and wonderful has occurred in the area of teaching and learning. The Internet and other interactive learning technologies now present middle school educators with the opportunity to complete the mission of the American middle school. Educators now have the tools to reach and teach each child as an individual. Intermediate education in the United States is about to take its third step (junior high, middle school, new middle school), and this book is designed to help middle school leaders make that transition. We believe that middle schools in the 21st century will be distinctively and qualitatively different from those of the late 20th century. Additionally, we believe that teachers will emerge as the critical change agents in making this "sea change" from a traditional to a more distributive form of learning. NEW TO THIS EDITION This edition introduces many new ideas and techniques for approaching the change to a technological middle school. Indeed, the book itself introduces a novel format that starts to bridge the "book-to-Internet" chasm. Throughout the text, you will find websites that enhance or expand on the print messages. There is a strong attempt to put you in touch with active and technological middle school models around the nation. Discussions of the changing role of the teacher in middle schools is pervasive in this text. Specific areas in which you will find new ideas include Significant treatment of how middle schools must act to respond to the standards-based expectations found in so many states Goals for 21st century middle school students A major research-based rationale that supports middle grades learning and middle school organization Identification and discussion of new instructional learning resources for teachers and students in terms of classroom applications A greater emphasis on how middle schools must act to respond to the complexities of 21st century life in the United States A primary focus throughout the text on new technologies and how their application can change the face of learning in today's middle schools A complete definition offull-service schoolsand the necessary response to IDEA legislation for children with special needs Extensive and practical appendixes to lead you to resources Websites in both the text and appendixes to assist you in utilizing web-based resources relevant to middle school education Completely updated bibliographic references and suggested learning activities to reflect the real world of the modern middle school In summary,The New American Middle Schoolseeks to arm teachers and other leaders with practical suggestions as they make the transition to the new technological era. Practical and relevant ideas characterize the new topics. Acknowledgements The authors deeply appreciate the editorial guidance of Debbie Stollenwork of Prentice Hall as well as the editorial services of Linda Zu

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New American Middle School, The: Educating Preadolescents in an Era of Change

New American Middle School, The: Educating Preadolescents in an Era of Change

0130144932

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