Noting that the first decade of the new millennium is sure to see continuing efforts to reform curriculum and classroom practices by implementing the middle school concept, this booklet answers middle school teachers' most pressing questions about the cornerstone of the middle school concept, integrated curriculum. The 20 questions addressed…

When schools, families, and communities collaborate and share responsibility for students' education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller "School, Family, and Community Partnerships: Your Handbook for Action," presents tools and guidelines to help develop more…

Emojis . . . avatars . . . icons . . . Our world is becoming increasingly reliant on visual communication. Yet our classrooms still heavily focus on traditional oral and written instruction. In this first-of-its-kind resource, Dr. Susan Daniels channels over twenty years of research and experience into a comprehensive guide of visual learning…

This practical book will help readers understand what STEAM is, how it differs from STEM, and how it can be used to engage students in K-8 classrooms. The authors present a conceptual model with recommendations and classroom examples illustrating various key aspects of STEAM teaching in action, including creating the correct teaching environment,…

Those closest to students have the greatest impact on their success. Given this belief, Louisiana has focused its efforts to support and empower principals in their role as school leaders. Successful principals reflect and plan, using data throughout the year to set goals and improve instruction. The Department helps principals develop their…

Presents six suggestions for personalizing professional development for middle school teachers: (1) encourage openness to change; (2) facilitate teachers' self-assessment; (3) urge teachers to be learners; (4) encourage a focus on the enjoyable in teaching; (5) advocate that teachers contribute to peers' growth; and (6) promote full lives beyond…

Analysis of cognitive, psychoanalytical, and moral development theories of J. Piaget, O. Rank, E. Erikson, L. Kohlberg, D. Elkind, and C. Gilligan revealed teaching strategies for gifted adolescents which involve encouraging creativity and problem-solving skills; supporting student interests; developing students' positive self-esteem; exposing…

Expanded from its previous edition to include ages 13 and 14, this book provides teachers and parents with a quick reference on important childhood developmental issues, explaining what children should be learning and doing in the classroom at each developmental stage. The book begins by discussing how developmental issues can affect…

An eight-chapter manual describes how to involve school faculty in the development of effective middle schools. The author identifies the components of effective middle school programs and suggests processes for implementing the programs using group and staff development techniques. Chapter 1 discusses staff development programs to train teachers…

This handbook is designed to guide middle school teachers, principals, and curriculum leaders through the mathematics curriculum selection process, helping them choose and use curricula that promote high standards of student achievement. A set of questions for curriculum decision making is posed that corresponds to a framework focused on three…

High expectations and appropriate standards for learning and achievement are important to any curriculum plan. The need for curriculum to meet developmental needs is particularly important for middle-level students. Middle-level students are unlike any other age group and are internally varied. Not all middle-level students need the same things at…

Offers a series of recommendations for middle grades social studies reflecting a conscious commitment to three educational goals: (1) personal development; (2) communication and learning skills; and (3) on history, government, and geography; use of a variety of teaching methods; and recognition of the uniqueness of middle school students. (GEA)

Noting that young adolescents--around 10 to 15 years of age--undergo significant emotional, social, intellectual, and physical changes, this book serves as a reference for parents, educators, and policymakers concerned with education that meets the unique needs of the student population. The five sections of the book cover the historical and…

By understanding the development of the human mind, parents and teachers can learn how to help guide children and adolescents into adulthood. The article examines mental growth at various ages, stumbling blocks to learning, ways of understanding the adolescent mind, and what to look for in a middle school. (SM)

This document contains staff-development standards developed by over 50 educators. The standards are organized into three categories: context, process, and content. The section on context addresses the organization, system, or culture in which the new learning will be implemented. Process refers to the "how" of staff development and includes…