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Showing 1 to 15 of 42 results Save | Export
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Hebert, Thomas P.; Neumeister, Kristie L. Speirs – Journal of Secondary Gifted Education, 2001
This article proposes guided viewing of film as a counseling strategy through which middle and high school counselors and educators may assist gifted students in gaining helpful insights to deal with the personal problems. It presents a theoretical foundation for this approach, a variety of strategies for implementation, and three sample plans for…
Descriptors: Adolescent Development, Counseling Techniques, Films, Gifted
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Tierno, Mark J. – Adolescence, 1983
Delineates specific psychosocial developmental demands placed upon middle schoolers and links these demands to the self-concept disturbance they typically feel. Offers a number of general recommendations useful to educators who are interested in considering the relationship between educational experiences and self-concept disturbance among early…
Descriptors: Adolescent Development, Adolescents, Developmental Tasks, Humanistic Education
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Beane, James A. – NASSP Bulletin, 1983
Suggestions are made for implementing programs that enhance students' self-concept and self-esteem. Eight program activities illustrate examples of what principals can do for students in these areas. (MLF)
Descriptors: Adolescent Development, Curriculum Development, Intermediate Grades, Middle Schools
Black, Susan – Executive Educator, 1995
The whole middle school movement is based on the knowledge that children between the ages of 10 and 14 have special developmental needs. Summarizes recent research findings. A sidebar lists eight recommendations for middle school executives adapted from the Carnegie Corporation document "Turning Points: Preparing American Youth for the 21st…
Descriptors: Adolescent Development, Early Adolescents, Intermediate Grades, Junior High Schools
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Lounsbury, John H. – NASSP Bulletin, 1983
Middle school principals should seek to alleviate the frustration of teachers, make efforts to help parents understand preadolescents' development, assist students in their total development, and work at developing a supportive educational climate. (MLF)
Descriptors: Administrator Role, Adolescent Development, Intermediate Grades, Middle Schools
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Eichhorn, Donald H. – NASSP Bulletin, 1983
Curriculum developers should consider middle level learners' needs for intellectual growth and individual attention and their needs to understand themselves and know others. (MLF)
Descriptors: Adolescent Development, Curriculum Development, Individual Characteristics, Intermediate Grades
Irvin, Judith L., Ed. – 1992
This book addresses the critical issues of curriculum and instruction as they pertain to the restructuring of middle-level education. The first part deals with developing a sense of identity both with the middle-school movement and with young adolescents. Chapters include the following: "Perspectives on the Middle School Movement" (John H.…
Descriptors: Adolescent Development, Educational Change, Educational Improvement, Intermediate Grades
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NASSP Bulletin, 1983
Cooperation between middle level and high school administrators and teachers depends on their awareness of the great diversity of intellectual, emotional, social, and physical development among middle level students. Administrators can then make changes to improve program articulation. (MLF)
Descriptors: Adolescent Development, Articulation (Education), Cooperative Programs, Educational Cooperation
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Sutton, Ann – Montessori Life: A Publication of the American Montessori Society, 2007
Montessori middle schools can be immensely successful and highly beneficial to students. Traditional schools notice differences in students who come from Montessori backgrounds; they find them to be adaptable self-starters who often take on leadership roles. Prestigious high schools seek to recruit Montessori middle school graduates. As more…
Descriptors: Traditional Schools, Middle Schools, Montessori Method, Leadership
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Caissy, Gail A. – Music Educators Journal, 1985
Teaching music to the early adolescent is a challenging and sometimes difficult task. Characteristics of early adolescence are described, and reasons why some middle level music programs are not effective are discussed. Tips for tailoring instruction to this age group are presented. (RM)
Descriptors: Adolescent Development, Adolescents, Curriculum Design, Curriculum Development
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Bergmann, Sherrel; Baxter, Jeanne – NASSP Bulletin, 1983
Middle level students have unique needs that can be met by a school advising program. Outlines the goals and a timeline for implementing an advisory program along with nine components essential to a successful guidance and advisory program. (MLF)
Descriptors: Adolescent Development, Adolescents, Guidance Programs, Intermediate Grades
Williamson, Ronald D. – 1998
This book investigates school schedules by examining the use of time at the middle level and discussing strategies that schools may use to provide greater flexibility to the school day. Eleven specific scheduling models are presented and described. Complementing the models is a discussion of the factors that propel a school's investigation of…
Descriptors: Adolescent Behavior, Adolescent Development, Block Scheduling, Flexible Scheduling
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Martorella, Peter H. – Journal of Research and Development in Education, 1980
Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)
Descriptors: Adolescent Development, Curriculum Design, Curriculum Development, Curriculum Guides
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Manning, M. Lee – Childhood Education, 1992
Provides an abstract of the book, "Developmentally Appropriate Middle Schools," which examines young adolescents' physical, psychosocial, and cognitive characteristics, and suggests developmentally appropriate educational experiences. The book includes the idea that young adolescents' individual development should be the basis for curricular,…
Descriptors: Adolescent Development, Adolescents, Developmental Continuity, Developmental Psychology
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White, George P.; Greenwood, Scott C. – Middle School Journal, 1992
The learning contract is the ideal way to enable the teacher to raise levels of expectation, to provide individual attention, and to personalize the educational experience. Includes a sample contract and suggested practices for the use of a learning contract. (15 references) (MLF)
Descriptors: Adolescent Development, Cooperative Learning, Feedback, High Risk Students
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