Presents information provided by Gesell Institute of Child Development on behavioral and attitudinal components expected at each age level for middle school students to help school counselors meet the developmental needs of these students. Developmental considerations are discussed; and implications for counselors are explored for 10, 11, 12, 13,…

This article by the Council of Europe shows that the state has created a mandatory school for all students between the ages of 11 and 15, the scuola media. The functions, structure, curriculum, grading of school work, and the stages in the introduction of the new school are discussed. (AM)

Excerpt from a new book by the Educational Research Service titled "What We Know About Helping Middle and High School Readers: Teaching and Learning Strategies Across the Curriculum." Discusses appropriate professional development for teachers. (Contains 15 references.) (PKP)

Presents a historical and cultural perspective of adolescence. Discusses the developmental tasks at this period and the negative behaviors that can result from tackling those tasks. Suggests that young adolescents' positive experiences with developmental tasks and interactions with adults may lessen the tendency to engage in at-risk behaviors. (SR)

The retrospective report summarizes results and recommendations resulting from the Oregon Community Foundation's Student Mentoring Program (SMP), which brought together college students from four private universities and a number of eighth grade students from four middle schools in mentoring relationships. The students were originally defined as…

This book is a study, in research-based narrative form, of one middle school's implementation of a new portfolio assessment plan in response to statewide policy changes in California. The book highlights the interactions of state, district, and local forces as teachers work to implement a portfolio-assessment plan that collects student work and…

Discusses a rationale for counselors at the junior high school and middle school levels to consider presenting training for the parents of children who are at the preadolescent or early adolescent stage of development. Describes actual experiences in developing and presenting such a program. (LLL)

Explores the challenge of keeping parents involved in their children's education beyond the elementary school years. Suggests the invitational model as proactive approach for keeping parents involved in the lives of their children, particularly during the transition years of middle school education. As background, discusses nature of…

Discusses what social and emotional learning is; why it is necessary; what its key concepts and goals are; and why it is necessary to focus on social and emotional learning in the middle grades. Discusses how social and emotional learning is related to the social studies. Describes ways middle-school social-studies teachers can foster such…

Notes that vocational behaviors such as occupational decision making are a prolonged developmental process, beginning at least as early as the elementary school grades. Describes general characteristics of the middle school student and offers pragmatic activities and strategies for counselors to use with clients at this level. (Author)

Research indicates that middle schools are very successful at meeting the needs and developmental characteristics of young adolescents. Middle schools use a team approach, providing stability and continuity as teachers integrate subject areas into broader themes and units. Parental involvement is encouraged at the middle school level. (SM)

Offers a summary of the educational practices and recent reforms of 26 key middle schools in the municipality of Shanghai. (BSR)

Through participation in community service programs, adolescents assume meaningful roles and respond to real needs of their society as well as to their own need to be needed. Presents arguments for expanding opportunities for young adolescents to contribute actively to the community, including incorporation of community service in the curriculum.…

Transescent (preadolescent and early-adolescent) students are at high risk for negative social and psychological consequences, and their unique nature concerns educators. The emergence of junior high and middle schools illustrates educational attempts to address transescents' needs and reduce risk. Middle schools, with their current philosophical,…

Describes the Building Resource Teacher (BRT) position in one Colorado school district. Each elementary and middle school has a BRT who works with other teachers as a resident mentor, coach, and resource provider. The paper discusses what makes the BRT program successful. Three sidebars present lessons of the BRT program, how the program was…