Descriptor
Author
| Blackburn, Jack E. | 1 |
| Doud, James L. | 1 |
| Faircloth, Victoria, Ed. | 1 |
| Finkelstein, Judith M. | 1 |
| McGee, Jerry C. | 1 |
| Merrill, Adeline B. | 1 |
| Siu-Runyan, Yvonne, Ed. | 1 |
Publication Type
| Journal Articles | 3 |
| Guides - Non-Classroom | 2 |
| Reports - Descriptive | 2 |
| Books | 1 |
| Collected Works - General | 1 |
| Information Analyses | 1 |
Education Level
Audience
| Practitioners | 4 |
| Administrators | 2 |
| Teachers | 1 |
Location
| Connecticut | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedMcGee, Jerry C.; Blackburn, Jack E. – Theory into Practice, 1979
Evidence suggests that a middle school organizational design has some administrative advantages over the traditional junior high school program because of the more unified social and academic atmosphere. (LH)
Descriptors: Instructional Program Divisions, Intermediate Grades, Middle Schools, Nontraditional Education
Peer reviewedMerrill, Adeline B. – Middle School Journal, 1992
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…
Descriptors: Administrator Effectiveness, Administrator Responsibility, Financial Problems, Intermediate Grades
Doud, James L.; Finkelstein, Judith M. – Principal, 1985
Notes the increasing availability of prekindergarten programs for four-year-olds and describes a program that groups four- and five-year-olds together. Covers the program's instructional goals; reasons for using multi-aged grouping, cooperative teaching, and structured planning time; curriculum; interaction with parents; and dependence on the…
Descriptors: Administrator Role, Age Grade Placement, Educational Change, Educational Objectives
Siu-Runyan, Yvonne, Ed.; Faircloth, Victoria, Ed. – 1995
Using reading and writing to learn, inquire, construct, and examine ideas across the curriculum is central to an integrated curriculum. Too many middle school students do not view writing as a communication process that permeates the curriculum, nor reading as an active, constructivist process whereby various perspectives can be examined and…
Descriptors: Administrator Role, Adolescent Development, Curriculum Development, Developmentally Appropriate Practices
