Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of…

Developing and implementing curriculum that is relevant, challenging, integrative, and exploratory is central to successful middle grades education (Erb, 2005; Jackson & Davis, 2000; National Middle School Association [NMSA], 2003, 2010). However, as one language arts teacher suggests, it can be difficult to create curricula that meet these…

Explains how teachers differentiate their teaching practices to support inclusive classrooms. Discusses system of democratic governance, culture of collaboration, commitment to and capacity for professional growth, strong leadership, and concern about equity and the success and well-being of individual students as factors for transforming school…

Discusses differentiation in terms of the instructional program, school organization, staff development, and extensions beyond the classroom. Suggests learning activities with differing levels of cognitive challenge as vehicles for differentiated classrooms. Focuses curriculum on global citizenship and themes of identity, connections,…

Recommends that teachers prompt intellectual preparation of adolescents by asking intriguing questions, presenting captivating tasks, opening compelling investigations, or assigning appealing roles. Discusses discipline-based inquiry by young students in science, mathematics, social studies, English, and the fine arts. Challenges teachers to…

Discusses outdoor education to improve student participation and learning in skill and subject areas. Relates outdoor education to constructivism, flexible scheduling, hands-on experiences, performance-based standards, multiple intelligences, cooperative learning, and interdisciplinary curriculum. Lists Web sites related to outdoor education. (DLH)

Discusses motivation systems theory and the complexity of motivation. Recommends that teachers reframe traditional dual dichotomies concerning intrinsic versus extrinsic orientations in motivation, intellectual challenge versus self-esteem development, or personal growth versus shared standards by blending the best assets from both to create…

Describes a whole-class strategy called Imagine, Elaborate, Predict, and Confirm designed to improve reading comprehension and writing among middle school students. Reviews research and describes modeling, prereading, reading, post reading, and follow-up stages for classroom procedures. Includes sample lessons for science, literature, and social…

Examines possible reasons for the disappearance of social class differences in students' academic achievement by seventh grade at the Community Preparatory School in Rhode Island serving grades 4 through 8. Possible reasons include intensifying commitment to the school, student community service, the move toward single sex math classes, a summer…

Administrative support, faculty cooperation, and student teamwork have combined to achieve a computer literate middle school where computer lessons are coordinated with the regular mathematics curriculum. Available from National Middle School Association, P.O. Box 14882, Columbus, OH 43214. (MLF)

To promote academic success for young adolescents, schools must meet the following developmental needs: (1) positive social interaction with adults and peers; (2) structure and clear limits; (3) competency and achievement; (4) creative expression; (5) physical activity; (6) meaningful participation in their families, schools, and communities; and…

Middle school transition brings with it considerable change for those involved. Using corporate and industrial management theories and practices presents a rationale for wholesale and comprehensive educational change. (six references) (MLF)

The learning contract is the ideal way to enable the teacher to raise levels of expectation, to provide individual attention, and to personalize the educational experience. Includes a sample contract and suggested practices for the use of a learning contract. (15 references) (MLF)

The following factors can influence the form and quality of what is stored in memory: (1) position of new learning; (2) meaning in new learning; (3) transfer of information; (4) verbal cues; (5) image cues; (6) spacing effect; (7) rehearsal and practice; and (8) organization of new information. (MLF)

A middle school placed spelling instruction as a regular part of the first-hour class that had extended time for writing. Each teacher was responsible once every four weeks for providing a spelling unit related to his or her subject matter. (MLF)