This case study of three content area teachers in one middle school and two high schools examined their use of multiple texts in the classroom. The teachers represented three content areas: physics, history, and English. Data were collected via surveys, e-mail exchanges, participant observations, field notes, and semistructured interviews. Data…

In an attempt to understand, holistically, how teachers make sense of their classrooms and how they use assessment to facilitate learning, this paper explores the use of a metaphor, "responsive choreography," to examine instruction in one classroom. "Responsive choreography" describes the subtle interplay or "dance" between the learner and the…

As part of a research project being conducted to determine the impact that the Maryland Learning Outcomes and the Maryland State Performance Assessment Program (MSPAP) are having on classroom instruction and assessment practices, science classroom materials were collected from elementary and middle schools in Maryland during the 1997-1998 school…

This paper describes the experiences of three middle school teachers following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year developing and implementing a PBL unit, the three teachers increased their confidence…

Defines practice of looping teachers and describes its history in American education. Details a looping project instituted in a middle school, including the initial planning, customization of instruction, and structure of classroom instruction. Evaluates the looping process by presenting advantages and disadvantages encountered, and offers…

Describes the outcomes of a study that measured the attitudes of two middle school general-education teachers about inclusion. The general educators had high expectations for students with disabilities and perceived the participation and progress of students to be directly related to a special educator's presence in the class. (CR)

Describes how Directed Reading Sequence, a small group cooperative learning method for teaching reading to low achieving students, may be used effectively in middle schools. Presents suggestions for group formation and the four-step Directed Reading Sequence: (1) selecting selection; (2) establishing the roles; (3) intermittent use; and (4)…

Examines the pedagogical practices of an exemplary male African American middle school teacher in an affluent neighborhood, discussing principles guiding his efforts to enhance African American students' moral, intellectual, and spiritual development and noting how his emancipatory pedagogies provide a fertile learning ground. This case study…

Discusses ways to make middle school classrooms student-friendly by motivating students to take control of their education, understand themselves, and assess their own progress. Notes the teacher's role in this student-centered classroom. (JPB)

Discusses the use of autobiographical writing in middle level teacher education courses to demonstrate the unique differences among young adolescents and the way normalizing tendencies of middle schools can be detrimental to students. Advocates a complex view of adolescence. (JPB)

Discusses the implementation of student portfolios to inform parents of the value of teacher advisory time for their middle school students. Considers the need for portfolios, the process of building the portfolio, and eliciting feedback from parents. (JPB)

Discusses ways to implement interdisciplinary teams to create high performance learning communities for students. Considers team tasks and needs, applying team tasks to responsive school structures, and enhancing instruction through flexible time use. (JPB)

Discusses the need for changing teacher perceptions of middle school students in order to create a welcoming school and classroom environment that fulfills the goals of the middle school concept. Encourages teachers to focus on students' changing needs by making connections, and advocates greater school district resources for meeting student…

The reform documents of the 1990s stressed that science is not practiced by a rigid scientific method, but science texts continue to describe the process as if it were rigid and linear. The purpose of this investigation was twofold: (a) to explore middle school in-service teachers' perceptions of scientific methodology and (b) to explore ways in…

This study examined the dispositions of Indiana middle school principals toward 29 possible teacher selection criteria drawn from the middle school literature and 13 possible criteria not drawn from this literature. The former were assigned more importance than the latter, and performance-based criteria were assigned more importance than…