Examines the impact of a violence prevention program among African American students in two inner-city schools in Chicago. Students in 5th through 8th grade participated in Second Step: A Violence Prevention Program, and completed surveys at pretest and posttest. Findings reveal significant increases in self-reported knowledge and skills,…

Describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Reveals a gradual release of responsibility from the teacher to students as they developed the knowledge…

Comparison of results of using the Revised Behavior Problem Checklist to identify mild or highly deviant behavior in 95 children (grades 3 through 6) by two regular education teachers of each child indicated little agreement between teachers. (Author/DB)

Alternative schools for intermediate grade students should be small and located in a separate building, where students and teachers can develop their own sense of identity. Curricula for high risk students require three components: a vocational orientation, interdisciplinary team projects, and a mastery learning/continuous progress approach.…

Results of research in a fifth grade classroom on the characteristics of leaders emerging in four different small group situations found that student leaders (for both verbal and nonverbal activities) tended to be the most verbal students with the most ideas. (DB)

Comparison of the self perceptions of 146 gifted children in grades five through seven in Western Australia with those of nongifted children found that gifted students perceived themselves as more competent than nongifted peers in the cognitive and general self-worth areas but not in the physical and social areas. (Author/DB)

A recent study shows that effective middle-level principals identify key teacher leaders and involve them in the decision-making process. Informal teacher leaders are key in developing programs, climate, and curriculum within a school. Without teachers' acceptance, a program is doomed. To initiate change, principals must first sell their concept…

Creating successful schools for all early adolescent learners requires educators, parents, and community members to rethink current middle-school organizational structures, programs, and practices. The great challenge is recreating schools as inclusive communities that offer equal educational opportunities. Learning should be emphasized as…

Drama in middle-school classrooms can provide action, experimentation, and exploration of character, motivation, and text. Because it provides expanded contexts for language learning in a cooperative social setting, drama has numerous educational benefits for young adolescents. Short drama activities for middle schoolers include story reading,…

Foreign language programs that link the study of cultural diversity to an interdisciplinary approach increase students' cultural sensitivity, while strengthening learning across many disciplines. Such exploratory courses promote academic skills by formalizing thought processes both in the target and native languages and also prepare students for…

Describes a 15-hour staff development training program on using cooperative learning strategies in middle school classrooms and evaluates subsequent implementation of these strategies. Initial parental and teacher concerns included grading procedures, group composition and membership, and classroom arrangements and constraints. After the training…

Describes six informal diagnostic strategies (paired learning, red dot, chalkboard analysis, small-group pretesting and reteaching, answer key, and calculator computation checks) designed to help middle school students gain independence through cooperative learning activities. Corrective feedback is provided through peer discussion, limited…

Characteristics of attention-deficit-disorder students include inability to concentrate, messy or incomplete work, difficulty following directions, failure to follow game rules, poor peer relations, and low self-esteem. Teachers should use visuals, provide "wait time" between changes in activities, give short, well-structured homework assignments,…

Establishing an "affective" middle school climate requires an engaging, fun-filled, student-centered curriculum, a high quality student affairs program, and strong parental support. The key to success is caring and not being afraid to show it every second of the day. (nine references) (MLH)

Subjects that in middle schools are considered "exploratory" should not be abandoned because of increased emphasis on the basics. Through creative scheduling, these "encore" subjects, such as music, have strengthened and enriched the Great Falls (Montana) middle school curriculum. Success in music is likely to improve students'…