ERIC Number: ED463903
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Developmentally Appropriate Middle Level Schools. 2nd Edition.
Manning, M. Lee
Noting factors that have contributed to an increased emphasis on developmentally responsive middle level schools, this revised monograph examines early adolescence as a developmental period and explores the physical, psychosocial, and cognitive characteristics of 10- to 15-year-olds. In addition, the monograph provides recommendations concerning how middle level schools can provide developmentally appropriate educational experiences. Chapter 1 explores early adolescence as a developmental period, and its evolution toward acceptance. Contemporary efforts to promote the 10- to 15-year-old period are described. Chapter 2 examines contemporary research on physical, psychosocial, and cognitive development, and provides a developmental portrait of young adolescent learners. Chapter 3 shows how young adolescents' physical, psychosocial, and cognitive developmental characteristics can form the basis for developmentally appropriate curricular, instructional, and organizational decisions in middle level schools. Chapter 4 highlights resources for middle level school educators, including professional associations, Internet sites, and resource centers. Appended is a checklist for determining middle level schools' response to young adolescents' developmental characteristics. (Contains 110 references.) (HTH)
Descriptors: Adolescent Development, Adolescents, Check Lists, Cognitive Development, Curriculum Design, Developmentally Appropriate Practices, Elementary School Students, Emotional Development, Middle School Students, Middle Schools, Physical Development, Preadolescents, Social Development, Student Needs
Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832 ($22). Tel: 800-423-3563 (Toll Free); Tel: 301-570-2111; Fax: 301-570-2212; Web site: http://www.acei.org.
Publication Type: Books; Information Analyses
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Association for Childhood Education International, Olney, MD.