This article describes how researchers take a multidisciplinary approach to investigating how middle grades students learn science vocabulary. The authors investigated teaching strategies for increasing retention of science vocabulary with seventh graders and stumbled upon an interesting finding that was not even a target for their study, yet it…

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…

Provides an overview of key research findings that confirm that changes in teacher practices and external support for teaching and learning affect student achievement. Analyzes individual research-based classroom practices that affect student achievement and support a systemic, holistic approach: clear academic focus and frequent assessments,…

Summarizes research findings related to brain maturation during the adolescent years and highlights implications for the middle level educator, focusing on the types of classroom activities most compatible with attention and memory. Examines possible gender differences in how adolescents learn, the effects of stress on the brain, and implications…

Examines strategies for becoming a reflective teacher at the middle school level. Includes discussion of research on espoused theories of teaching, journal writing, cognitive coaching with peers, and action research projects. Encourages middle school educators working in teams to make the effort to become active reflective practitioners. (KB)

Provides an overview of the literature that has historically framed debates between gifted education and middle grades education. Discusses research that seeks common ground between the two fields, considering the implications for middle school education policies and practices that provide for the needs of high ability students. (JPB)

Addresses the problem of declining parental involvement as children progress through school, and argues that middle grade educators bear the responsibility for determining reasons for parental non-involvement and being proactive in fostering such involvement. Discusses deterrents to involvement, varying descriptors of involvement, and steps middle…

Examines educational research on the effects of rewards and punishments on students' academic performance. Discusses findings on the effects of extrinsic and intrinsic rewards, locus of control with students or teacher, the benefits of celebrations and rewards, and implications for the classroom. (JPB)

Summarizes research findings from a longitudinal study related to measuring effective classroom practices, the aspects of interdisciplinary teaming that affect practices at the classroom level, and how classroom practices relate to student achievement. (JPB)

Discusses research on academically effective literacy programs at the middle level. Notes characteristics of these programs, including teaching teams, student collaboration, learning across the curriculum, scheduling, and teachers trained in reading. (JPB)

Summarizes research relating to young adolescent's transitions into high school. Notes studies suggesting it is time for educators to reemphasize articulation as a function of middle level education to assist these transitions. (JPB)

Describes the rationale for multiage groupings and reviews the major research studies and syntheses associated with this innovation in middle schools. (JPB)

Discusses the problems inherent to between-class ability grouping in middle schools. Reviews studies that question the practice of tracking and demonstrate this organizational technique to have little value. (JPB)

Discusses realities that challenge middle level education, including changes in social, economic, and political life which are threatening children and affecting their lives. Asserts that local communities should reflect on the implications of these realities for their middle level programs and plan ways to address these problems. (SD)

Results of a recent study indicate that, when students write about relevant, personal experiences prior to reading a literary text, their understanding and engagement in the text are significantly improved. Recommends autobiographical writing before a reading assignment. (22 references) (MLF)