Middle Grades Education

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ISBN: 9781851095100 | 1851095101
Cover: Hardcover
Copyright: 11/1/2003

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Summary

Supplemental Materials

An expert guide to the development of the middle school model as the best educational environment designed to address students' developmental and social needs as well as educational needs.

Series Editor's Preface,

Preface and Acknowledgments,

xvii

Chapter One: Overview,

Pat Williams-Boyd,

(50)

Junior Highs and Middle Schools,

(5)

Influential Documents,

(7)

An Agenda for Excellence,

(2)

This We Believe,

(1)

Turning Points,

(4)

A Turning Points School,

(1)

The National Forum and High-Performing Middle Schools,

(20)

Academic Excellence,

(3)

Summary: Academic Rigor,

(1)

Developmental Responsiveness,

(4)

Summary: Developmental Responsiveness,

(1)

Social Equity,

(3)

Summary: Social Equity,

(1)

Common Characteristics,

(2)

Organizational Structure,

(5)

Summary: Organizational Structure,

(1)

Beyond Structure,

(1)

Teachers as Expert Pedagogues,

(9)

Personal Characteristics,

(3)

Professional Competencies,

(3)

Academic Preparation,

(2)

Summary: Preparation,

(1)

Chapter Summary,

(3)

References,

(3)

Chapter Two: Chronology,

Matthew J. Harbron and Pat Williams-Boyd,

(12)

References,

(2)

Chapter Three: Pedagogical Perspectives,

Pat Williams-Boyd,

(60)

Frames of Understanding,

(10)

Piaget,

(1)

Havighurst,

(2)

Gilligan,

(1)

Maslow,

(1)

Other Theories of Development,

(6)

Developmental Needs,

(1)

Intellectual or Cognitive Development,

(3)

Characteristics of Young Adolescents,

(1)

Implications for Practice,

(2)

Physical Domain,

(4)

Characteristics of Young Adolescents,

(1)

Implications for Practice,

(3)

Social Domain,

(12)

Characteristics of Young Adolescents,

(2)

Implications for Practice,

(1)

Stress, Vulnerability, and the Family,

(3)

Stress and Deferred Childhood,

(1)

Stress and Depression,

(3)

Broader Understanding,

(2)

Emotional/Psychological Domain,

(4)

Characteristics of Young Adolescents,

(1)

Implications for Practice,

(4)

Moral Domain,

100

(16)

Characteristics of Young Adolescents,

100

(1)

Implications for Practice,

101

(1)

Centers of Similarity,

102

(3)

The Introspective Domain,

105

(1)

Female Role Models,

106

(2)

Gender and Identity Formation,

108

(1)

Identity and Peer Pressure,

109

(1)

The Peer Group,

110

(2)

The Somatic Domain,

112

(1)

The Intellectual Domain,

113

(1)

The Familial Domain,

113

(1)

The Communal Domain,

114

(2)

Conclusion: Implications for Middle Schools and Their Staffs,

116

(1)

References,

117

(6)

Chapter Four: Programs and Practices,

123

(86)

Advisory Programs: The Power of Relationships,

Michelle Madden,

124

(12)

Definitions,

124

(1)

Advisory Functions,

125

(1)

Rationale,

125

(1)

Successful Programs,

126

(1)

Advisory Programs,

127

(2)

Examples,

129

(1)

Conclusion: Advisory Programs,

130

(6)

Interdisciplinary Teaming,

Gretchen Cline,

136

(17)

Life before Interdisciplinary Teaming,

136

(1)

Historical Background,

136

(1)

What Is an Interdisciplinary Team?

137

(2)

Why Move to Teaming?

139

(1)

Things Successful Teams Do,

140

(7)

How Interdisciplinary Teams Benefit Students,

147

(2)

How Interdisciplinary Teams Benefit Teachers,

149

(1)

A Look Inside One Interdisciplinary Team,

150

(2)

Conclusion: Interdisciplinary Teaming,

152

(1)

Block and Flex Scheduling,

Lisa Klemetson and Pat Williams-Boyd,

153

(12)

Block Schedules,

156

(1)

Types of Block Schedules,

157

(2)

Flexible Interdisciplinary Schedule,

159

(5)

Conclusion: Scheduling,

164

(1)

Core Explore,

Michelle Galecka,

165

(12)

What Is Core Explore?

165

(1)

Enrichment Opportunities,

166

(1)

Exploration Opportunities,

167

(2)

Remediation Opportunities,

169

(2)

Core Explore in Action,

171

(5)

Conclusion: Core Explore,

176

(1)

Thematic Instruction, Curriculum Integration, and Curriculum Mapping,

Lisa Klemetson and Pat Williams-Boyd,

177

(35)

Integrated Instruction,

179

(3)

Thematic Instruction,

182

(4)

Curriculum Mapping,

186

(3)

A Thematic Unit,

189

(9)

Assessment,

198

(6)

Conclusion: Integrated Learning,

204

(1)

References,

205

(4)

Chapter Five: Diversity among Middle Level Students,

209

(84)

Motivation,

209

(3)

Differentiating Instruction,

Bethany Harris, Laurie Wahlstrom, and Pat Williams-Boyd,

212

(44)

Definitions,

213

(2)

How to Establish a Differentiated Classroom,

215

(1)

Initiation into Differentiation,

215

(1)

Getting Started,

216

(2)

Basics of Differentiation,

218

(8)

Example: Seventh-Grade Language Arts/Social Studies Unit-World War II and the Holocaust,

226

(1)

Concept-Based Instruction, Richard Bacolor,

227

(7)

Curriculum and Concepts,

227

(1)

How Concepts Make Meaning Last,

228

(2)

Step One: Finding Appropriate Concepts,

230

(1)

Step Two: The Big Ideas, Generalizations, and Enduring Understandings,

230

(1)

Step Three: From Concepts to Instructional Units,

231

(1)

Conclusion: Concept-Based Instruction,

232

(2)

Inquiry-Based Instruction, Audrey Bolden and Raquel Dicks,

234

(7)

Teacher's Role and Responsibility in an Inquiry-Based Classroom,

234

(1)

Student's Role,

235

(1)

Implementation of Inquiry-Based Instruction: The 5E Model,

236

(1)

Authentic Assessment,

236

(3)

Learning Cycle,

239

(2)

Conclusion: Inquiry-Based Instruction,

241

(1)

Problem-Based Learning,

Richard Schaffner,

241

(15)

Teacher's Role,

242

(1)

Problem-Based Learning and Expectations,

242

(1)

A Problem-Based Design Format,

243

(1)

A Unit Using the Problem-Based Design,

244

(5)

Problem-Based Lessons,

249

(5)

The Assessment,

254

(1)

Conclusion: Problem-Based Learning,

254

(2)

Problem Solving,

Matt Admiraal,

256

(8)

Teaching for Problem Solving,

257

(1)

Teaching about Problem Solving,

257

(1)

Teaching through Problem Solving,

258

(2)

Incorporating Problem Solving in the Classroom,

260

(3)

Conclusion: Problem Solving,

263

(1)

Cooperative Learning,

Kim Phelps,

264

(3)

Conclusion: Cooperative Learning,

267

(1)

Varied Perspectives,

267

(1)

Student-Led Conferences,

Timothy S. Podlewski,

267

(13)

Portfolios,

268

(2)

Conference Preparation,

270

(7)

Conference Implementation,

277

(2)

Conference Evaluation,

279

(1)

Transitions: Life Preservers,

Jill Adamczyk,

280

(51)

High School,

285

(1)

Transition from Middle to High School,

286

(1)

Ideal Ninth-Grade Transition Program,

287

(1)

Conclusion: Transitions,

288

(1)

Chapter Summary,

288

(1)

References,

289

(4)

Chapter Six: Democracy Education,

293

(68)

Teen Regime: From Classroom to Community,

Andrew Lindsay,

295

(36)

What Is Democratic Curriculum/Education?

296

(3)

Teachers' Roles in the Democratic Classroom,

299

(3)

Lessons That Help Facilitate a Democratic Classroom,

302

(19)

Class Meetings,

321

(5)

Class Government,

326

(4)

Conclusion: Teen Regime,

330

(1)

Academic Service Learning,

Matthew J. Harbron,

331

(26)

Service Learning,

331

(1)

Definition of Service Learning,

332

(2)

Service Learning versus Community Service,

334

(3)

Characteristics of Service Learning,

337

(8)

Reasons for Service Learning,

345

(4)

Assessing Service Learning,

349

(6)

Summary: Academic Service Learning,

355

(1)

Chapter Conclusion,

356

(1)

References,

357

(4)

Chapter Seven: Directory of Organizations, Associations, and Institutes,

Kathryn Lewis vonEnde,

361

(28)

Resources for Middle Grades Educators,

361

(5)

Resources for Specific Subject Areas in Middle Level Education,

366

(11)

Children with Exceptionalities,

366

(1)

Counseling and Psychology,

367

(1)

English/Language Arts/Literature/Reading,

368

(1)

Fine Arts,

369

(2)

Foreign Language,

371

(1)

Health, Physical Education, and School Nurses,

371

(2)

Library/Media Specialist,

373

(1)

Mathematics and Science,

373

(2)

Social Studies,

375

(1)

Technology, Career, and Life Skills,

375

(2)

Resources for Middle Level Students,

377

(4)

Resources for Coalitions of Parents, Communities, and Educators,

381

(3)

Miscellaneous Resources for Middle Level Educators,

384

(5)

Chapter Eight: Selected Print and Nonprint Resources,

Pat Williams-Boyd,

389

(56)

Books,

389

(49)

Curriculum-General,

389

(3)

Curriculum-Literacy,

392

(1)

Curriculum-Integrated and Interdisciplinary,

392

(4)

Instructional Strategies-General,

396

(1)

Instructional Strategies-Using Multiple Intelligences Theory,

397

(3)

Instructional Strategies-Critical and Creative Thinking,

400

(3)

Instructional Strategies-Preparing Students and Schools for Success,

403

(2)

Instructional Strategies-Constructivism,

405

(1)

Instructional Strategies-Curricular and Programmatic Planning,

405

(1)

Instructional Strategies-Using Technology,

406

(1)

Instructional Strategies-Problem-Based Classrooms,

407

(1)

Diversity and Instructional Strategies,

407

(8)

Diversity and Gender,

415

(2)

Adolescent Psychology,

417

(1)

Adolescent Development Adolescents at Risk,

418

(2)

Assessment,

420

(2)

Classroom Management,

422

(2)

Higher Education and Leadership,

424

(9)

The Family,

433

(1)

Middle Grades Programs and Practices,

434

(4)

Influential Documents,

438

(1)

Journals and Newsletters,

438

(1)

Selected Nonprint Resources,

439

(6)

Web Sites,

439

(1)

Databases,

440

(1)

Videotapes,

440

(2)

Video Sets,

442

(1)

Inquiry Kits,

443

(2)

Appendix A: Robert's Rules of Order,

445

(2)

Appendix B: Objectives from Curriculum Lessons,

447

(8)

Index,

455

(10)

About the Editor,

465

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Middle Grades Education

Summary

Table of Contents

Supplemental Materials

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Middle Grades Education

Summary

Table of Contents

Supplemental Materials

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