The Middle School and Other Innovations

Abstract

"The junior high school requires a subject rather than a discipline generalist.... The middle school professional always operates within his discipline, but student interactions are likely to cover a wide spectrum of his expertise."

Instructional Practices in the Middle Grades

“…The relationship between the learner and the school is fundamental to the question of middle school effectiveness (Alexander & Williams, 1965; Anfara & Waks, 2002; Bondi, 1972; Eichhorn, 1966, 1980; Grooms, 1967; Lounsbury & Vars, 1978; Manning, 1993; National Middle School Association, 2010). From the early 1960s to the 1980s, middle grades scholars noted that much was known about who these young adolescents were, but questions remained about what teachers should know about the students, what practices should be employed to facilitate teaching and learning, and what structures needed to be created to establish an appropriate learning environment.…”

“…As early as the 1950s, researchers began to bring attention to the specific educational needs of these young adolescents as being different from those of other school-aged children (Howard & Stoumbis, 1970). In order to meet these unique needs, Grooms (1967) called for a more student-centered approach to adolescent education where students receive an equal voice in making decisions that affect their own education. The instruction students receive should be relevant (Anfara & Waks, 2002; Bondi, 1972; Brown, 2002; Callahan, Clark, & Kellough, 1998; Howard & Stoumbis, 1970) and problem-solving in nature and should involve a combination of individualized instruction and meaningful student interaction (Bondi, 1992; Callahan et al, 1998; Eichhorn, 1980; Grooms, 1967).…”

“…In order to meet these unique needs, Grooms (1967) called for a more student-centered approach to adolescent education where students receive an equal voice in making decisions that affect their own education. The instruction students receive should be relevant (Anfara & Waks, 2002; Bondi, 1972; Brown, 2002; Callahan, Clark, & Kellough, 1998; Howard & Stoumbis, 1970) and problem-solving in nature and should involve a combination of individualized instruction and meaningful student interaction (Bondi, 1992; Callahan et al, 1998; Eichhorn, 1980; Grooms, 1967). Furthermore, the developmental characteristics of these students should be the driving forces used by their teachers to select appropriate teaching strategies on a daily basis (NMSA, 2010).…”

“…Becker (1990) called for middle school educators to “pay careful attention to the what and how of instructional practice, because early adolescents are developing long-term attitudes toward the role of education in their lives” (p. 450). Early middle grades scholars such as Eichhorn (1966, 1980), Grooms (1967), Alexander and Williams (1965), Howard and Stoumbis (1970), and Bondi (1972) noted that middle school educational programs should be characterized by the acquisition of essential learning skills in a sequential and individual manner. They emphasized the need to be responsive to diverse achievement levels, cognitive styles, and the varied competencies and interests that characterize young adolescent learners.…”