ERIC Number: ED230497
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Ecological Perspectives for Successful Schooling Practice. Bridging Meeting Report (Elkridge, Maryland, November 15-17, 1981).
Ward, Beatrice A.; And Others
This is a report of a meeting held: (1) to examine and discuss the results of the Junior High Transition Study in light of the work of other researchers; and (2) to develop a collective statement about what is and is not known about successful schooling at the junior high level and about problems on which future efforts should focus. The first part of the report summarizes the written and spoken reports and comments that made up the substance of the meeting. It is organized under six topics: (1) nature of the target junior high school in the Transition Study and nature of a "typical" or "modal" junior high/middle school; (2) characteristics of successful junior high/middle schools; (3) junior high/middle school curricula; (4) indicators of successful transition to junior high/middle school; (5) student participation, as defined in the Transition Study; and (6) social aspects of a student's junior high/middle school experience. The second part of the report looks briefly at recommendations for future research related to junior high/middle school education. The appendix consists of written comments from the following participants: Rita Apter, Patricia Ashton, Naida Bagenstos, Walter Doyle, Thomas Good, Virginia Koehler, Joan Lipsitz, Ruth Lunnie, Mary Metz, Frances Robinson, Hershel D. Thornburg, and Lawrence Lopes. (JM)
Descriptors: Institutional Characteristics, Junior High School Students, Junior High Schools, Middle Schools, School Effectiveness, Secondary School Curriculum, Secondary School Teachers, Socialization, Student Adjustment, Student Characteristics, Student Development, Student Needs, Student Participation, Student Teacher Relationship
Publication Type: Reports - Evaluative; Collected Works - Proceedings
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Note: For related documents, see SP 022 256 and SP 022 260-267.