This qualitative case study highlights the ways a novice middle school mathematics teacher established an adolescent-centered community of care that set the stage for responsive middle level mathematics teaching (RMLMT). Findings revealed that fostering caring school-based relationships supports the establishment of a responsive classroom…

In this article, we describe a collaboratively developed information literacy curriculum that was embedded into three core 8th grade subjects: Algebra, American History, and English Language Arts. The curriculum was rooted in the concept of generalist literacy and supported students as they developed their curiosity, skepticism, commitment to…

Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact--they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of…

Effective educators value young adolescents, are prepared to teach them, and are knowledgeable about this age group. Middle level educators' understanding of adolescent brain development and developmentally responsive teaching strategies can help to support all adolescents' cognitive and social-emotional development in school. This article…

The decline in middle school students' motivation and engagement during young adolescence remains a concern for educators, administrators, and educational researchers. This article draws on the philosophies of providing the appropriate person-environment fit and meeting students' basic psychological needs to enhance teaching and learning. These…

While "This We Believe" (NMSA, 2010b) certainly advocates for a rigorous, challenging academic environment for middle grades students, it also strongly suggests the education of young adolescents includes three additional "essential attributes" (p. 14). A middle school education should be developmentally responsive, empowering,…

We present a naturalistic case study of one teacher's development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner…

Discusses the need for developmentally responsive middle level competitive sports programs that include awareness of sports injuries, psychological considerations, attrition in sports, and family pressures for students to become college and professional athletes. (JPB)

Draws on the insights of John Dewey to argue that the contrast between developmental appropriateness and academic rigor is an untenable dualism. Considers directions for middle school renewal that unite these two concepts. (JPB)

Argues that developmentally appropriate knowledge-in-use may be academically rigorous even when it does not mimic the more adult-like academic disciplines. Considers the creation of developmentally appropriate curriculum and ways to measure the academic rigor of learning outcomes without relying upon achievement tests grounded in academic…

Discusses the value of curriculum integration and developmentally appropriate curriculum in middle school education. Suggests ways to incorporate standards into the integrative curriculum process that includes life skills competencies, prioritizing subject matter standards, organizing staff to teach the hybrid curriculum, and involving students.…

Mandated standards do not pose a threat to developmentally responsive middle level programs; rather, how standards are interpreted determines their appropriateness for educating young adolescents. Differences in responses to mandated standards are reflective of an individual school's culture. Understanding culture and cultural leadership provides…

Discusses the value of middle school reform involving interdisciplinary teaming, advisory programs, and developmentally appropriate practices, noting that true middle schools improve academic achievement and standardized test scores. Argues against a pendulum swing away from middle school reform and toward standards-based curriculum. (JPB)

Discusses the impact of school size on interdisciplinary teaming, developmentally appropriate classroom practices, school climate, and student outcomes, based on a study of 140 Michigan middle grade schools. Finds that there is no simple answer to the issue of school size; however teaming seems to make smaller schools better and larger schools…

Asserts that many enrichment options are congruent with core beliefs regarding middle school pedagogy and suggests some models that will raise the ceiling of achievement for gifted learners and provide opportunity to enhance the learning of all students. Focuses on: (1) shared vision; (2) flexible grouping structures; (3) varied teaching and…