ERIC Number: ED330083
Record Type: RIE
Publication Date: 1990-Feb
Reference Count: N/A
Responsive Education in the Middle Grades: Teacher Teams, Advisory Groups, Remedial Instruction, School Transition Programs, and Report Card Entries. Report No. 46.
Mac Iver, Douglas J.; Epstein, Joyce L.
This document analyzes data obtained from "Education in the Middle Grades," a national survey of practices and trends using a representative sample of principals in public schools that contain grade 7, to examine the use and effects of practices that many educators believe are especially responsive to the needs of early adolescents. Practices examined include: (1) group advisory periods; (2) interdisciplinary teacher teams; (3) remedial instruction programs; (4) "school transition" activities; and (5) the formal recognition on report cards of student progress or effort regardless of performance level. The results indicate that most responsive practices yield measurable but modest benefits, but they also suggest that to realize the benefits, a school must make sure that the practices are implemented properly. A discussion of problems that might be encountered and of approaches that might be used by schools that contemplate adopting a responsive practices structure for the middle grades concludes the document. Variables used in the regression analysis and seven tables are appended. (19 references) (CLA)
Descriptors: Educational Improvement, Educational Practices, Educational Trends, Elementary Secondary Education, Grade 7, Interdisciplinary Approach, Junior High Schools, Middle Schools, Public Schools, Remedial Programs, Report Cards, Student School Relationship, Team Teaching, Transitional Programs
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Elementary and Middle Schools, Baltimore, MD.
Note: Some tables may not reproduce adequately in paper copy.