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Introduction: The Role of Research in the Reform of Middle Grades Education.
Peer reviewed Peer reviewed
Mergendoller, John R. – Elementary School Journal, 1993
Factors that have slowed progress in middle grades reform include (1) emphasizing school-level, structural changes, such as merging curricular areas and instructional assignments, which do little to change the experience of students; and (2) basing reform more on rhetoric than research. Reviews the articles in this special issue, which seeks to…
Descriptors: Adolescents, Educational Change, Elementary Education, Middle Schools
Linking Theoretical Models to Actual Practices: A Survey of Teachers in Gifted Education.
Peer reviewed Peer reviewed
Bain, Sherry K.; Bourgeois, Shawn J.; Pappas, Danielle N. – Roeper Review, 2003
A survey of 50 teachers of gifted programs (grades K-9) found they had familiarity with at least one or more theory-based models for gifted identification or education. When asked if they follow a specific model, 26 of the teachers stated they did not. Ranking of program goals varied by grades. (Contains references.) (CR)
Descriptors: Ability Identification, Educational Practices, Elementary Secondary Education, Gifted
Providing Technical Assistance to Local School Districts: Lessons Learned.
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Hamilton, James L.; Shanley, Judy; Dailey, Don; McInerney, Maurice – 2003
This final report describes activities and accomplishments of the Elementary and Middle Schools Technical Assistance Center, which developed and evaluated a technical assistance model using a linking agent approach in which a school district professional or team was trained and supported to implement a change process cycle to effect improved…
Descriptors: Change Agents, Disabilities, Elementary Education, Inclusive Schools
Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures To Identify Reading Disabilities.
Peer reviewed Peer reviewed
Bell, Sherry Mee; McCallum, R. Steve; Cox, Elizabeth A. – Journal of Learning Disabilities, 2003
Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different…
Descriptors: Auditory Perception, Cognitive Ability, Cognitive Processes, Disability Identification
Middle Grades Research: Not Yet Mature, but No Longer a Child.
Peer reviewed Peer reviewed
Mac Iver, Douglas J.; Epstein, Joyce L. – Elementary School Journal, 1993
Summarizes research on middle level schools and students that contributes to ongoing debates concerning grade span, school size, grouping of students, departmentalization, curriculum, instruction, advisory groups, interdisciplinary teaming, school-transition activities, extra-help programs, and student evaluation practices in the middle grades.…
Descriptors: Ability Grouping, Adolescents, Articulation (Education), Curriculum Development
Elementary and Middle Schools Technical Assistance Center (EMSTAC). Final Report.
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Hamilton, James; Dailey, Don; Mesmer, Eric; Ritter, Suzanne; Shami, Muna; Nishi, Laurel; McInerney, Maurice; Gerver, Miriam; Corwin, Heidi; Bauman, Wendy – 2002
This final report discusses the activities and outcomes of the Elementary and Middle Schools Technical Assistance Center (EMSTAC), which has developed a model of special education technical assistance (TA) to local school districts that can be implemented on a national scale. This report provides a comprehensive examination of EMSTAC's support to…
Descriptors: Change Agents, Change Strategies, Disabilities, Educational Strategies