Identifies features of junior high schools that are undergoing change and those that are enduring; reviews four characteristics that have been sought, and to varying degrees attained, and whether they should continue. Describes three other characteristics that many professionals seek. Concludes with a tentative model of the new middle school that…

Natural experiments explored the effects of attending public Philadelphia K-to-8 schools or public middle schools on eighth- and ninth-grade achievement. Found that students attending K-8 schools had higher reading, mathematics, and science achievement than students attending middle schools serving similar communities. Suggested that number of…

Presents four opinions from middle school educators concerning curriculum integration: (1) the inexperienced may transition better; (2) middle level education needs a clear vision for children and ways to deliver it; (3) middle level educators need to learn from past success and failures; and (4) middle school educators can provide guidance to…

Describes the problems and associated issues related to the implementation of integrated curriculum at the middle school level. Summarizes this journal issue's feature section, whose base was a conference proceeding and which includes an annotated list of recently published sources dealing with curriculum integration and relevant research studies.…

Concludes this journal focus section on curriculum integration with transcripts of questions asked by conference attendees and answers by Professors Beane and George. Areas addressed included experience levels with children and teachers, studies that point to the failure of curriculum integration, and how teachers can continue curriculum…

Describes the recent movement supporting curriculum integration in the middle level. Provides a detailed definition of the four dimensions of curriculum integration, and details the history of curriculum integration, including its present day status. Asserts that curriculum integration fares well today and will persist into the future. (SD)

Presents 36 reasons why middle level educators should be cautious of an integrated curriculum approach. Fifteen reasons relate to unsubstantiated claims about the superiority of integrated curriculum, while 21 reasons relate to negative outcomes that might accompany excessive attention to an integrated curriculum. Urges caution and further…