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Direct linkTeague, Ginger M.; Anfara, Vincent A., Jr.; Wilson, Nicole L.; Gaines, Cherie B.; Beavers, Jennifer L. – NASSP Bulletin, 2012
Deciding which instructional strategies to employ is a complex issue faced daily by middle school teachers. Although a wealth of literature on developmentally appropriate and responsive middle school instructional practices is available, the extent to which these strategies are employed is often unknown. Thus, the purpose of this study was to…
Descriptors: Middle Schools, Middle School Teachers, Selection, Educational Strategies
Peer reviewedBrown, Kathleen M.; Anfara, Vincent A., Jr.; Gross, Steven J. – Journal of School Leadership, 2002
Examines the characteristics (essential skills and knowledge) of middle-level leadership from the perspectives of the principals themselves based on data collected from middle-school principals in Pennsylvania and New Jersey, using surveys and semistructured interviews. Discusses seven themes that emerge from an analysis of the data, for example,…
Descriptors: Administrator Effectiveness, Developmentally Appropriate Practices, Early Adolescents, Middle Schools
Peer reviewedAnfara, Vincent A., Jr.; Waks, Leonard – Middle School Journal, 2000
Draws on the insights of John Dewey to argue that the contrast between developmental appropriateness and academic rigor is an untenable dualism. Considers directions for middle school renewal that unite these two concepts. (JPB)
Descriptors: Academic Achievement, Developmentally Appropriate Practices, Educational Objectives, Educational Theories
Peer reviewedAnfara, Vincent A., Jr.; Waks, Leonard – Middle School Journal, 2001
Argues that developmentally appropriate knowledge-in-use may be academically rigorous even when it does not mimic the more adult-like academic disciplines. Considers the creation of developmentally appropriate curriculum and ways to measure the academic rigor of learning outcomes without relying upon achievement tests grounded in academic…
Descriptors: Academic Achievement, Curriculum Development, Developmentally Appropriate Practices, Educational Theories
Peer reviewedAnfara, Vincent A., Jr.; Lipka, Richard P. – Middle School Journal, 2003
Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementing more "Turning Points"…
Descriptors: Academic Achievement, Developmentally Appropriate Practices, Educational Practices, Elementary Secondary Education
