ERIC Number: ED413700
Record Type: Non-Journal
Publication Date: 1995-Sep
Reference Count: N/A
Academic Diversity in the Middle School: Results of a National Survey of Middle School Administrators and Teachers. Research Monograph 95124.
Moon, Tonya; Tomlinson, Carol A.; Callahan, Carolyn M.
This study examined the ways in which current practices described in the middle school literature on meeting the needs of diverse learners are reflected in the policies, beliefs, and instructional practices of administrators and teachers. A survey of 125 principals asked about school characteristics, school organization, principal beliefs, curriculum, instruction, and assessment practices and cooperative learning practices. A survey of 274 teachers asked about teacher beliefs, curriculum, instruction, assessment, and cooperative learning practices. The study found that teachers and principals report that academically diverse populations receive very little, if any, targeted focus. Both principals and teachers reported beliefs that would appear to under-challenge advanced middle school students. The overwhelming majority of responding educators believed middle schoolers to be more social than academic, to be concrete thinkers, to be motivated primarily by extrinsic situations, and to work best with routine. More alarming is the belief of nearly half the principals and teachers that middle school learners are in a plateau learning period--a theory that supports the idea that basic skills instruction, low level thinking, and small assignments are appropriate. (Contains 39 references.) (DB)
Descriptors: Academically Gifted, Administrator Attitudes, Adolescents, Beliefs, Child Development, Cooperative Learning, Educational Practices, Intermediate Grades, Junior High Schools, Middle Schools, Principals, Surveys, Teacher Attitudes
National Research Center on the Gifted and Talented, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.