Maintains that promoting good character by focusing on two criteria for high performing middle schools--social equity and developmental responsiveness--is becoming more difficult. Asserts that the single most important factor in character education for young adolescents is a classroom managed by a caring adult who fosters strong relationships with…

Discusses findings of a reader survey and ways the National Middle School Association is acting on reader feedback to support the work and development of middle level professionals. (JPB)

In this article, the author presents an interview with Sue Swaim, the National Middle School Association's (NMSA) longest-serving executive director. During the interview, Swaim reflects on her personal experiences leading NMSA. For fourteen years, Swaim's tenure provided a continuous, consistent voice for young adolescent education. Upon…

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 three factors contributing to the criticism of middle school education: the demographic success of middle schools; the growing public attitude that education is a private privilege; and the way middle school educators confuse organizational elements with intended student outcomes. (JPB)

Examines the meaning and application of the principle: "Middle schools exist to meet the needs of young adolescents." Maintains that needs of adolescents depend on more than their common age range. Suggests that hierarchical educational organizations are not designed to meet individual needs and that applying principles of quality management can…

Summarizes growing body of evidence relating small school size at elementary and middle grades to positive student outcomes. Notes that positive outcomes associated with small size relate to teacher commitment and effectiveness as well as student attachment, persistence, and performance. Concludes that smaller, more intimate schools are better…

Effective youth services are those operated by individuals who care about those they serve, and middle schools are no exception. Developing caring climates, promoting positive self-esteem, and fostering cognitive growth are factors of concern for middle school educators, but academic development remains the primary focus. In providing challenging…

Discusses this journal issue's special section on education of teachers for middle school teaching. Asserts that despite criticism or apathy, attention must be given to creating a better pool of middle grades teaching talent. Introduces the issue's articles, which deal with successful attempts to bring together the faculties of restructured middle…

Maintains that excellence in middle school education requires planning for success and continuing attention. Suggests that sustaining changes after the initial surge for change proves more challenging than the initial changes. Highlights strategies detailed in articles in this issue for keeping middle level school reform on track, noting that…

Discusses how maintaining a balance between structure/discipline and spontaneity/freedom in middle school education can contribute to an excellent learning environment for young adolescents. Maintains that knowing when to act spontaneously requires professional confidence and tolerance for risk. Concludes that the art of good teaching is…

Discusses the role of middle school curriculum reform, including disciplinary, interdisciplinary, and integrated perspectives, that will improve students' social, intellectual, and personal development. (JPB)

Discusses the affordability of implementing interdisciplinary teaching teams and block schedules in middle schools. Argues that the benefits of these school schedules and models make them worth the investment of time and money it takes to implement them. (JPB)

Explores how the middle school concept is designed to make two seemingly contradictory goals compatible, those of providing a common core curriculum while meeting individual needs. Suggests that, similar to team sports or musical groups, it is possible to allow students to exercise personalized choices of how to meet the common objectives of the…

Draws upon three articles in this issue that highlight the struggle to establish developmentally and culturally appropriate programs for young adolescents in New Zealand, and the difficulty encountered in institutionalizing best practices for middle grades learners in Kansas. Advocates following the Carnegie Council on Adolescent Development's…