Forming teams is the logical first step in the transition to middle school from junior high school. Offers 10 questions that middle-level educators should ask as they embark upon this new venture of interdisciplinary teaming. (13 references) (MLF)

Through a review of the transition literature and a survey of 225 students about to enter middle school, the most significant anxieties identified were the following: (1) space concerns about a new and larger building, especially getting lost and being late to class; (2) contact with older and possibly rougher students; and (3) heavy homework…

Challenges middle school teachers to broaden their definitions of both families and the roles that families can play in enhancing middle school effectiveness. Outlines six steps, supported by research from education and business, for recruiting families for middle schools. (15 references) (MLF)

Challenger Middle School (Colorado) has an intramural sports program that uses two unique concepts known as "scramble" and "cluster" coaching. The goal is to provide each child the opportunity to compete, develop skills, and experience success. Intramural participants are invited by coaches to compete against other schools…

A brief history of East Ridge Middle School in Connecticut illustrates the strong economic and demographic pressures that can work against a middle school. The principal plays a crucial role in preserving both the structure and the programs of an effective middle school. Points out strategies to protect and develop middle schools in tough economic…

Provides some time-saving and purposeful evaluation strategies that can be used with various writing projects and reports. Explains 10 hints directed toward what to do while the student is still writing and 5 hints for grading writing. (11 references) (MLF)

Results of a recent study indicate that, when students write about relevant, personal experiences prior to reading a literary text, their understanding and engagement in the text are significantly improved. Recommends autobiographical writing before a reading assignment. (22 references) (MLF)

Research findings show that mathematics is better learned by students experiencing it through manipulatives. However, interviews with 30 teachers of fourth through eighth grades reveal that many teachers were uncertain of how to use the manipulatives and felt manipulative instruction to be inappropriate for students above the fourth grade. (eight…

Establishing instruction in heterogeneous small groups as standard practice in middle-grade classrooms is a central goal of present reform efforts. Addresses the following: (1) the nature of the curricular materials; (2) the organization of the classroom for groupwork; and (3) the provision of providing access to learning for all students in the…

Describes a reading program for gifted middle school readers designed to increase critical reading ability and student appreciation of literary technique and broaden understanding of sophisticated vocabulary. (MLF)

Discussion of informal reading assessment procedures provides middle school teachers with several basic techniques for securing and using assessment data to implement an effective instructional program. (11 references) (MLF)

Middle school transition brings with it considerable change for those involved. Using corporate and industrial management theories and practices presents a rationale for wholesale and comprehensive educational change. (six references) (MLF)

A Georgia school system addresses the need for middle schools and high school personnel to work cooperatively to assist eighth graders in making a smooth transition to ninth grade. (MLF)

DeLand Middle School (Florida) abolished an interscholastic sports program and instituted a grade-level intramural program that is all inclusive, emphasizes development of physical skills and fitness, and provides enjoyable experiences to all students. (MLF)

A middle school placed spelling instruction as a regular part of the first-hour class that had extended time for writing. Each teacher was responsible once every four weeks for providing a spelling unit related to his or her subject matter. (MLF)