ERIC Number: ED210765
Record Type: Non-Journal
Publication Date: 1981-Sep
Reference Count: N/A
The Middle School. Research Action Brief Number 18.
ERIC Clearinghouse on Educational Management, Eugene, OR.
Describing the middle school as extending from the fifth or sixth through the eighth grades, this review describes current middle school philosophies and characteristics and cites middle school research and implications. Ideally, the report maintains, the middle school is designed to serve the needs of early adolescents through such techniques as interdisciplinary courses, exploratory classes, individualized instruction, team teaching, and flexible scheduling and student grouping. Research comparing the middle school and junior high is cited, concluding that at this time, no clear results are available. The report also reviews research on teacher competencies needed for middle school teaching, among them the abilities to structure teaching, use concrete materials and focus learning strategies, incorporate indirectness in teaching, and ask varied questions. Evidence of cognitive growth patterns of adolescents is explored, concluding that from age twelve to fourteen, adolescents experience a period of very slow intellectual growth. The research suggests that middle school teacher training needs to stress competencies identified as useful in working with adolescents and that curriculum should consider the seventh and eighth grade intellectual lull. It is noted that the inconclusive research on middle schools may merely indicate that the middle school philosophy has not yet been fully applied. (Author/JM)
Descriptors: Adolescents, Cognitive Development, Competence, Developmental Stages, Educational Philosophy, Junior High Schools, Literature Reviews, Middle Schools, Teacher Characteristics
ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 (free)
Publication Type: Information Analyses; ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.