Descriptor
| Adolescent Development | 3 |
| Curriculum Development | 3 |
| Developmental Tasks | 3 |
| Adolescents | 2 |
| Middle Schools | 2 |
| Affective Behavior | 1 |
| Art Education | 1 |
| Cognitive Development | 1 |
| Continuous Progress Plan | 1 |
| Educational Environment | 1 |
| Individualized Instruction | 1 |
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| Journal Articles | 3 |
| Reports - Descriptive | 2 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
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Peer reviewedGlenn, Dixie Dove – Art Education, 1987
Reviews the nature of middle schools and distinguishes them from junior high schools. Places special emphasis on the role of art in the middle school's curriculum in order to achieve knowledge, skill, and personal development goals. (JDH)
Descriptors: Adolescent Development, Art Education, Curriculum Development, Developmental Tasks
Peer reviewedSproatt, Rod H. – Contemporary Education, 1981
The middle school originated out of an understanding for the need of a learning environment geared specifically to the needs of the early adolescent. The transition from concrete to formal operational thought and the affective and psychomotor developmental stages demonstrate the uniqueness of the early adolescent experience. (JN)
Descriptors: Adolescent Development, Adolescents, Affective Behavior, Cognitive Development
Peer reviewedClark, Sally N.; Clark, Donald C. – Contemporary Education, 1981
Continuous progress education is designed to relate to the special interests, needs, and abilities of each individual learner. A curriculum responsive to the needs of early adolescents would include the elements of content organization, learning activities, time allocations, student assessment, staff and materials development, and budget. (JN)
Descriptors: Adolescent Development, Adolescents, Continuous Progress Plan, Curriculum Development
