The 2018 STEM Summer Camp was held on the campuses of a middle school in the Southeast. Students from Title I schools across the district were invited to take part in the month-long STEM program, focused on advancing content competency through Mathematics, Science, Language Arts, and STEM (Science-Technology-Engineering-Mathematics) Inquiry.…

A popular trend fusing regular and special education, co-teaching aims to combine the content expertise of a general education teacher with a special education teacher's understanding of meeting the needs of a range of learners for the good of all students. Co-teaching also serves as a vehicle for actualizing characteristics of successful schools…

Five years ago, the Huth Upper Grades Center in Matteson, Illinois, the only junior high school in the district, began incorporating significant elements of a child-oriented middle school. Among these was the assignment of students to one of five multidisciplinary teaching teams, called clusters. Available from NMSA, P.O. Box 968, Fairborn, OH…

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)

Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers'…

Describes two different modular scheduling plans designed for use in middle schools. (Published by National Middle School Association, P.O. Box 968, Fairborn, OH 45324) (JG)

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…

Discusses the restructured teacher education course design of a Professional Development School program called the January Experience, in which student teachers work in an interdisciplinary team with an experienced teacher. Considers the history of the program, data on the success of the experience for teachers and students, and the Center for…

The person in charge of the middle school resource center ought to be the "center" on the middle school teaching team. (For availability, see EA 507 405.) (Author/IRT)

Examined how interdisciplinary team practices and classroom instructional practices affected student achievement in high poverty middle schools in Arkansas, Louisiana, and Mississippi. Found that when the combined effects of family poverty level, teaming and common planning time, and duration of teaming were considered, there was a relationship…

Discusses the value of middle school reform involving interdisciplinary teaming, advisory programs, and developmentally appropriate practices, noting that true middle schools improve academic achievement and standardized test scores. Argues against a pendulum swing away from middle school reform and toward standards-based curriculum. (JPB)

Discusses the impact of school size on interdisciplinary teaming, developmentally appropriate classroom practices, school climate, and student outcomes, based on a study of 140 Michigan middle grade schools. Finds that there is no simple answer to the issue of school size; however teaming seems to make smaller schools better and larger schools…

Discusses ways to improve collaborative communication between core and exploratory curriculum teachers in interdisciplinary team-taught middle schools. Considers techniques of curriculum integration, homebase/advisory alliances, extended teams, core-exploratory liaisons, rotating team connections, exploratory teams, equalized assessment,…

Identifies and explains the types of practices and interactions that interdisciplinary teaching teams engage in, which in turn influence instruction and student learning. Presents data to illustrate the impact of common planning time, team size, and scheduled teaming on team activities and interactions. (JPB)

Applies Stephen Covey's "seven habits of highly effective people" to creating stronger, more effective middle school teams. Presents ideas for implementing a flexible staff development plan for learning about and how to practice Covey's seven habits. Asserts that highly effective middle level teams will build highly effective students.…