Examines how physical proximity between teachers and students differs between classroom and computer lab environments. Finds that teachers either worked at intimate (up to 1.5 feet) or personal (1.5 to 4 feet) distances with students or, except rarely, did not approach closer than 12 feet or did not interact at all. (SR)

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)

Offers a detailed examination of both external and internal assets that middle school students may have, and discusses those that can be significantly affected by middle schools. Describes what successful middle schools do, and discusses teacher training and positive youth development. (SR)

Discusses the use of middle school collaborative teams to support "stay-put" programming for at-risk students and those with mild disabilities. Discusses the process of collaboration, tools of accommodation, and group motivational strategies to better teach at-risk students. (SR)

Explores the practical view of reflective teaching as it was revealed in the activities and thinking processes of an expert middle school science teacher. Discusses differences between types of reflection, importance of self-analysis by teachers, effect of social context on reflection, and having the opportunity to reflect. (RS)

Addresses the "terribly traumatic" experience of many girls in their passage through adolescence. Examines the response of schools to this reported cultural crisis by reviewing the literature on successful programs for adolescent girls since 1994 and by reporting the results of a survey of 20 middle schools in the Tidewater Virginia area. (SG)

Presents information about the middle school educational system in Mexico. Considers the implications for better meeting the needs of Mexican children in U.S. schools. Describes experiences and knowledge gained while the author taught a graduate workshop to American teachers in Guanajuato, Mexico. Places the information gained in the context of…

Proposes that a local homework club can provide the type of setting that supports a school's instructional priorities. Notes that homework clubs are also important because they foster individualization of instruction. Discusses key elements of effective homework clubs. Suggests that club activities can be enhanced through effective staff…

Investigates book report policies and how they affect the volume of and attitude toward student reading. Recommends that educators establish a clear, reasonable book report policy; involve parents, teachers, and students in the design and implementation of a schoolwide or districtwide policy; keep developmental needs of early adolescents in mind;…

Discusses the problem-solving orientation to the teaching of science in middle school, including constructivist theory, the learning cycle, cooperative learning, and assessment. (SR)

Discusses briefly current trends and innovations in curriculum, instruction, and assessment for middle school mathematics. (SR)

Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

Notes strong and widespread pressures for middle school teachers to teach fractions. Discusses experimental and empirical evidence that traditional fractions instruction is highly vulnerable to criticism from a number of angles. (SR)

Describes the experience of teachers and administrators at a middle school in Georgia as they faced the challenge of developing a curriculum for a character education program. Looks at how character education has been viewed across the century. Discusses the development by parents and educators of this character education program, its…

Considers how recent research shows that critics of the middle school concept may have strong grounds for their concerns about a lack of focus on standards and achievement. Notes that the same research suggests new directions for reform that are diametrically opposed to the "solutions" advocated by many middle school critics. (SG)