ERIC Number: ED405959
Record Type: RIE
Publication Date: 1995
Whole Learning in the Middle School: Evolution and Transition.
Pace, Glennellen, Ed.
This book brings together, under the term "whole learning," ideas from the language-arts-based whole language movement and work in middle schools with multidisciplinary, problem-centered, integrative approaches. The book contains 15 chapters, most written by teachers about their experiences with implementing whole learning curricula. The introductory section contains two chapters: (1) "Origin and Development of the Book" and (2) "Whole Learning and a Holistic Vision of the Middle School: Principles That Guide Practice" (Pace). Chapters in part 1 reflect in some way on teaching as a learning process: (1) On the Joys and Strains of Becoming" (Gillespie); (2) "Making It Your Own: Whole Language in the Middle School" (Burke-Hengen); and (3) "'Tracks in the Snow': Learning from Response Logs in Reading and Writing Workshops" (Christian). Chapters in part 2 demonstrate how teachers can create whole learning environments in different organizational structures and stresses the importance of administrative support: (1) "Hooked on History: A Cooperative Approach to Integrating History and Language Arts at the Middle School Level" (Jellum); (2) "Middle School English Classes: Workshop Revisited" (Russell); (3) "Integrating Curriculum in a Self-Contained Middle School Classroom: Teacher Innovation and the Impact of Administrative Support" (Wells); and (4) "Pushing the Boundaries in a Traditional Middle School Environment: A School-within-a-School" (Moss). Chapters in part 3, coauthored by middle school teachers and college or university teacher educators, demonstrate the importance of collaboration to innovative teaching: (1) "A Learning Journey: Exploring Teaching and Learning in the Middle School Language Arts Classroom" (Cousin and Aragon); (2) "Looking Back, Looking Forward: A Science Teacher Incorporates Whole Language" (Mauney and others); (3) "Above the Tree Line: Collaborative Curriculum Construction" (Bergstrom and others); (4) "Reforming Middle School Mathematics Constructively" (Ault and McEnerny-Ogle); and (5) "Embarking on Adventure: An Invitation to Middle School Science" (Ault and Maine). The concluding chapter explores the motivations of teachers who choose the whole learning approach: "Taking the Leap: An Analysis of the Joys and Strains" (Bergstrom and Pace). (EV)
Descriptors: Active Learning, Curriculum Development, Educational Innovation, History Instruction, Holistic Approach, Instructional Innovation, Integrated Curriculum, Interdisciplinary Approach, Intermediate Grades, Junior High Schools, Language Arts, Mathematics Instruction, Middle Schools, Nontraditional Education, Science Instruction, Student Centered Curriculum, Teacher Administrator Relationship, Teaching Methods, Thematic Approach, Theory Practice Relationship, Whole Language Approach
Christopher-Gordon Publishers, Inc., 480 Washington Street, Norwood, MA 02062 ($29.95).
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A