Reforming Middle Level Education
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Author | : Sue C. Thompson |
Publisher | : IAP |
Total Pages | : 274 |
Release | : 2004-06-01 |
Genre | : Education |
ISBN | : 1607529475 |
This volume of The Handbook of Research in Middle Level Education is a significant contribution to the literature on middle level schools because it is written specifically with policymakers in mind. Middle level scholars have illuminated the most important issues concerning the education of young adolescents of which policymakers must be knowledgeable. It is only by having informed policymakers that middle level schools can truly thrive and provide the kind of education that every young adolescent deserves. The future of our country depends on it.
Author | : Thomas S. Dickinson |
Publisher | : Routledge |
Total Pages | : 358 |
Release | : 2013-06-17 |
Genre | : Education |
ISBN | : 1136054707 |
Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.
Author | : Daniel K. Aladjem |
Publisher | : The Urban Insitute |
Total Pages | : 388 |
Release | : 2006 |
Genre | : Education |
ISBN | : 9780877667339 |
Urban school reformers for decades have tried to improve educational outcomes for underserved and disadvantaged students, with the assistance of constantly evolving federal and state policies. In recent years, education policies have shifted from targeting individual students to developing universal standards for teaching and learning, and comprehensive school reform (CSR) has emerged as an effective key model. The federal CSR program seeks to support the implementation of comprehensive school reform, especially in high-poverty schools, and to improve efforts to help all children meet challenging academic standards. Schools that receive federal CSR funds must adopt approaches that comply with the No Child Left Behind Act (NCLB). This book provides a series of studies and reflections on CSR by leading experts in the field.
Author | : David C. Virtue |
Publisher | : Routledge |
Total Pages | : 454 |
Release | : 2019-08-30 |
Genre | : Education |
ISBN | : 1351122096 |
The International Handbook of Middle Level Education Theory, Research, and Policy is a landmark resource for researchers, graduate students, policy makers, and practitioners who work in middle level education and associated fields of study. The volume provides an overview of the current state of middle level education theory, research, and policy; offers analysis and critique of the extant literature in the field; and maps new directions for research and theory development in middle level education. The handbook meets a pressing need in the field for a resource that is comprehensive in its treatment of middle level research and international in scope. Chapter authors provide rationales for middle level education research and definitions of the field; discuss philosophical approaches and underpinnings for middle level education research; describe and critique frameworks for quality in middle level education; review research about young adolescent learners, middle level school programming, and educator preparation; and analyze public policies affecting middle level education at national, regional, and local levels.
Author | : California. Middle Grade Task Force |
Publisher | : |
Total Pages | : 180 |
Release | : 1987 |
Genre | : Education |
ISBN | : |
Twenty-two principles of middle grade education are addressed in this report, which is intended for those who have the authority to give meaning and substance to the reform of middle grade education in California's public schools. Each principle is developed through a discussion that concludes with specific recommendations that have implications for legislative initiatives, educational policies, administrative guidelines, and professional practices. Part One, "Curriculum and Instruction: Achieving Academic Excellence," provides recommendations in the areas of core curriculum, knowledge, thinking and communication, character development, learning to learn, and instructional practice. Part Two, entitled "Student Potential: Realizing the 'Highest and Best' Intellectual, Social, Emotional, and Physical Development," covers academic counseling, equal access, student diversity and underrepresented minorities, at-risk students, and physical and emotional development. Part Three, "Organization and Structure: Creating New Learning Environments," addresses school culture, extracurricular and intramural activities, student accountability, transition, structure, scheduling, and assessment. Part Four, "Teaching and Administration: Preparing for Exemplary Performance," focuses on professional preparation and staff development. Part Five, entitled "Leadership and Partnership: Defining the Catalysts for Middle Grade Educational Reform," focuses on sharing accountability for educational reform among parents, communities, and school boards, and concludes with a proposal for a partnership to create 100 state-of-the-art middle schools. Appended are (1) an outline of middle-grade student characteristics; (2) a tabular "accountability matrix" for the recommendations as a whole; and (3) a selected bibliography of books and articles on middle grade education. (TE)
Author | : Ronald K. Hargrave |
Publisher | : |
Total Pages | : 202 |
Release | : 2007 |
Genre | : Middle schools |
ISBN | : |
This study examined the distinction between the traditional junior high school and the middle school of today. In addition, this study evaluated the principles of This We Believe (a publication of the National Middle School Association, 1995), a document key to the restructuring process of middle schools. At the time of writing, This We Believe had been in circulation and available to educators for ten years. What progress have middle schools in a western North Carolina school system made in restructuring efforts to change from junior high schools into middle schools? This study measured the extent to which selected schools in one school system in western North Carolina had implemented the principles of This We Believe as part of their restructuring efforts. This study utilized a mini-case study design. The use of the exploratory design model was appropriate for this study because it allowed for an in-depth examination of the topic. A series of instruments was used, including survey, interviews, and focus groups. The study focused on four areas of middle school reform: a historical look at middle school reform, the unique needs of adolescents, the effectiveness of middle school reform, and issues related to the implementation of reform efforts. The study found that one school had implemented many of the principles of This We Believe, while the other school had not made a conscious effort to implement the principles. The data showed no significant difference between the climates of the two schools.
Author | : Margaret E. Goertz |
Publisher | : Department of Education |
Total Pages | : 196 |
Release | : 1996 |
Genre | : Education |
ISBN | : |
Author | : Jaana Juvonen |
Publisher | : Rand Corporation |
Total Pages | : 181 |
Release | : 2004-03-25 |
Genre | : Education |
ISBN | : 0833036157 |
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author | : Eric Kalenze |
Publisher | : Rowman & Littlefield |
Total Pages | : 201 |
Release | : 2014-10-08 |
Genre | : Education |
ISBN | : 1475809956 |
Education Is Upside Down cuts through adjustments being made at technical levels of educational practice and accountability, challenging ideals and philosophies that have powered American Education for most of the last century. This book explains how and why long-standing approaches generate flawed instructional practices, flawed systemic reform efforts, and a fundamental misalignment between the educational institution and the society it is missioned to serve. Education Is Upside Down urges readers wishing to improve American Education to more carefully consider the institution’s central mission, challenge long-accepted truths of practice, and question current reform efforts and actions. In full, Education Is Upside Down resists the practitioner-vs.-reformer blame game, seeking ultimately to carefully untangle—not tighten by yanking on any single strand—the long-complicated knot of American Education.
Author | : Barbara Z. Presseisen |
Publisher | : Taylor & Francis |
Total Pages | : 206 |
Release | : 1985 |
Genre | : Education |
ISBN | : 9781850000792 |