Provides a planning transition model for teachers of elementary and middle school. Describes the five essential components of the model: (1) developing a planning team; (2) generating goals and identifying problems; (3) developing written strategic plans; (4) acquiring the support and commitment of teachers; and (5) evaluating the transition…

Argues that building partnerships between public schools and universities, such as the one between Tulane University and Live Oak Middle School in New Orleans, must become a priority. Outlines how a middle school can develop a mentorship program with a nearby university. (HB)

Argues that, because intelligence is discovered, developed, and constructed, middle-school curriculum and teaching must change to embrace this cognitive revolution. Advocates that middle-school social-studies teachers redirect the rationale and focus of the curriculum to promote thinking, self-direction, making choices, solving problems and…

Offers an overview of "people first language," language which aims to create a positive view of people with disabilities in place of insensitive portrayals that stereotype and discriminate. Presents results of a readability analysis of such language, and suggests ways such terminology can be integrated into middle and high schools. (SR)

Although reports calling for middle level schooling reform first appeared in the mid-1970s, change has been slow to come. In Turning Points: Preparing American Youth for the 21st Century (1989), the Carnegie Council on Adolescent Development outlined eight essential elements of middle level education. Drawing from the Carnegie Council's…

Author focused on the failures of many middle schools to realize their potential and criticized existing programs designed for middle schools while offering solutions to correct such programs. (RK)

Analyzes the needs and concerns of junior high school and middle school teachers for the purpose of giving direction to in-service activities. Offers three recommendations for improving inservice activities for junior high school and middle school teachers. (Author/RK)

Reports findings of a study that analyzed five middle school teacher team meetings using a coding system adapted from Flanders' work on classroom interaction. Concludes that the procedure can provide administrators with a valuable tool for validating perceptions or describing aspects of school climate. (FL)

Describes a program in which students were immersed in Russian culture and history in an effort to help them better understand the text of Turgenev's "Mumu." (FL)

Argues that the participatory leadership model is especially effective at the middle school level because the team concept is vital to the middle school construct. Asserts that principals who use such a model can truly become instructional leaders. (FL)

Outlines the workings of a successful middle school, which serves the interests of sixth, seventh, and eighth grade pupils. (Author/RK)

Twenty four mini-elective courses utilizing mass media were organized to motivate students in English classes at Shuler Junior High School, Cleveland, Ohio. (DS)

Argues that providing leadership and opportunities for staff members to become more effective in their jobs are the primary responsibilities of a school principal. Offers a number of suggestions for use in staff development. (FL)