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ERIC Number: ED326999
Record Type: RIE
Publication Date: 1990-Apr
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0276-4482
Middle Level School Grades and Program Development. Schools in the Middle: A Report on Trends and Practices.
Toepfer, Conrad F., Jr.
Given that the physical, emotional, and social metamorphosis of today's early adolescents differs chronologically from that of adolescents a century ago, school districts must identify the middle level school grade configuration that will best accommodate local student developmental needs. Educators must first identify the age at which local students are ready to enter the instructional and organizational environment of the middle school, paying particular attention to the needs of fifth-graders. Second, educators must determine how to deal with school building and classroom space needs, avoiding, where possible, the creation of a two-grade middle level school that offers students a fragmented educational experience. To avoid sacrificing middle level educational needs to high school program priorities in a 6-12 or 7-12 structure, educators should provide separate bell schedules, faculty, and budget categories for the middle level program and staff development based on the separate needs of the middle level and high school staff. In any setting, teachers should be involved in the planning and reorganization of the middle level school curriculum and programs. Finally, team planning and team teaching may help the students' transition into the middle level setting and reduce isolated learning of subject content. (13 references) (CLA)
Publications, National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 ($1.50; quantity discounts).
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: National Association of Secondary School Principals, Reston, VA.
Note: Colored print in section headings, on gray paper, may not film adequately. For related documents, see EA 022 586-588.