There is a direct correlation between the variables of teacher job satisfaction and student academic achievement (Brookover & Lezotte, 1979; Mertler, 2002; Wynne, 1980). One would assume that schools that are not making AYP are doing everything possible to be removed from this status. One may also hypothesize that teacher job satisfaction is…

There is a wealth of empirical, historical, and theoretical literature on school reform, types of reform initiatives, and the educational change process. Middle grades practitioners and advocates are intimately familiar with the list of the essential components that must be present for schools to effectively educate young adolescents. Over the…

Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementing more "Turning Points" recommendations showed greater…

Explored the implementation of middle level reform components in both high- and low-performing middle schools, seeking to identify factors linked to student achievement. Found that organizational health, which includes academic focus, teacher affiliation, and resource support, more directly influences student performance than simple implementation…

Explores the successes and setbacks in developing and implementing a middle grades teacher education program as part of the Excellence in Teaching Partnership (ETP) in Pennsylvania. Focuses on the preservice teachers involved over the last 3 years, the effectiveness of the ETP partnership, and the lesson learned from creating and implementing an…

Argues that developmentally appropriate knowledge-in-use may be academically rigorous even when it does not mimic the more adult-like academic disciplines. Considers the creation of developmentally appropriate curriculum and ways to measure the academic rigor of learning outcomes without relying upon achievement tests grounded in academic…

Draws on the insights of John Dewey to argue that the contrast between developmental appropriateness and academic rigor is an untenable dualism. Considers directions for middle school renewal that unite these two concepts. (JPB)