Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field.…

Learning transfer and prosocial behavior (PSB) are critical components of many outdoor education programs for adolescents. This study examined the effects of a theoretically grounded treatment curriculum designed to foster the transfer of learning of general and contextual PSB (also called expedition behavior) among adolescents enrolled on 14-day…

As they grow up, young people face important decisions about relationships, sexuality, and sexual behavior. The decisions they make can impact their health and well-being for the rest of their lives. Young people have the right to lead healthy lives, and society has the responsibility to prepare youth by providing them with comprehensive sexual…

Middle school students are naturally curious about their expanding possibilities. This stage of their lives is a time of transition, of figuring out who they are and where they belong in the world. Many students also think that the world they look at through the classroom window is distant and unconnected to the world of chalkboards and pop…

After a discussion of the causes and results of adolescent stress, the authors suggest possible topics which home economics teachers could address in their curricula. These include developmental and transitional life stages, stress reactions, recovery from loss and grief, death, divorce, teen pregnancy and abortion, child abuse, rape, and others.…

This paper presents the authors' experience in designing and teaching a parenting class for adolescent parents who returned to the high school setting after having a child. A detailed discussion relates the salient developmental characteristics of adolescence and early parenthood to the use of specific classroom strategies. (Author/CJB)

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)

The rationale, description, and evaluation of a course about adolescence taught to university students. This interdisciplinary approach includes materials from literature, philosophy, history, and the arts. Primary source material is extensively used. (Author/MLF)

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)

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)

Explores the field of adolescent development as a rationale for the use of reader-response pedagogy in the secondary literature classroom. Discusses reader-response theory and pedagogy, adolescent cognitive and affective development in the secondary schools, and the implementation of a reader-response secondary English curriculum. (PRA)

Discusses teenage girls' life experiences as a way to identify sources of conflict emerging from their cultural perspectives. Considers some theoretical issues relevant to the development of a critical pedagogy and the empowerment of teenage girls. Offers a starting point for thinking about appropriate ways for feminist educators to work with…

Explores the content of middle school reforms, focusing on how they diverge from conventional school practices, school norms, and school politics. Argues that norms of community and integration will need to replace many of the competitive, individualistic, and bureaucratic norms embedded in current practice. (Author/PAM)

Outlines four major characteristics of adolescent social-cognitive development. Discusses their affect on the adolescent's ability to understand communication concepts and to deal with the classroom audience and particular types of topics, assignments, or exercises. Draws implications for secondary speech curriculum. (JMF)

Nearly twenty years after the publication of Michelle Fine's essay "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire," the question of how sexuality education influences the development and health of adolescents remains just as relevant as it was in 1988. In this article, Michelle Fine and Sara McClelland examine the…