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ERIC Number: ED523408
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 112
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-8077-5006-9
Best Practices from High-Performing Middle Schools: How Successful Schools Remove Obstacles and Create Pathways to Learning
Wilcox, Kristen C.; Angelis, Janet I.
Teachers College Press
Why is it that many students' performance tends to drop in the middle school years, and what can individuals do about it? This book tells the stories of educators who embody best practices in their day-to-day activities--practices that consistently lead to higher student academic achievement. The authors share what they have learned about how some middle schools consistently foster better academic performance than other similar schools. These schools have learned to successfully adapt to the climate of accountability while practicing the essentials of effective middle-level education. "Best Practices from High-Performing Middle Schools" is essential reading for everyone who cares about adolescents and wants to ensure their success in later schooling and in life. Teachers and administrators will find research-based practices that they can adapt to their own unique contexts. Parents, policymakers, and community members will better understand how they can contribute to the improvement of their middle schools. Book features include: (1) Identifies 5 key elements or "best practices" that were present in high performing middle schools. Includes a self-assessment tool for each best practice to help educators identify where their school's or district's efforts fall along these five key elements; and (2) Presents key research that speaks to communities striving to serve large numbers of children from low-income families. [Foreword by Gerald N. Tirozzi.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail:; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: Middle Schools
Audience: Community; Parents; Teachers; Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A